Cite this paper
Maliqi, A. and Borincaj-Cruss, I. (2015) The Influence of Teachers on Increasing Student’s Motivation.
Psychology,
6, 915-921. doi:
10.4236/psych.2015.68089.
References
[1] Anderman, L. H., & Kaplan, A. (2008). The Role of Interpersonal Relationships in Student Motivation: Introduction to the Special Issue. Journal of Experimental Education, 76, 115-119.
http://dx.doi.org/10.3200/JEXE.76.2.115-120
[2] Anderson, J. R., Corbett, A., Koedinger, K. R., & Pelletier, R. (1995). Cognitive Tutors: Lessons Learned. Journal of the Learning Sciences, 4, 167-207.
http://dx.doi.org/10.1207/s15327809jls0402_2
[3] Banfield, S. R., Richmond, V. P., & McCroskey, J. C. (2006). The Effect of Teacher Misbehaviors on Teacher Credibility and Affect for Teacher. Communication Education, 55, 63-72.
http://dx.doi.org/10.1080/03634520500343400
[4] Brophy, J. (2004). Motivating Students to Learn (2nd ed.). Mahwah, NJ: Lawrence Eerlbaum Associates, Ins.
[5] Brown, G.I. (1971). Human Teaching for Human Learning. New York: The Viking Press.
[6] Cohen, L., & Manion, L. (1994) Research Methodsin Education (4th ed.). London: Routledge
[7] Cronbach, L. J.(1951). Coefficient Aplha and Internal Strukture of Test. Psychometrica, 16, 297-334.
http://dx.doi.org/10.1007/BF02310555
[8] Hickey, D., Moore, A., & Pellegrino, J. (2001). The Motivational and Academic Consequences of Two Innovative Mathematics Environments: Do Curricular Innovations and Reforms Make a Difference? American Educational Research Journal, 38, 611-652.
http://dx.doi.org/10.3102/00028312038003611
[9] Kerssen-Griep, J. (2001). Teacher Communication Activities Relevant to Student Motivation: Classroom Framework and Instructional Communication Competence. Communication Education, 50, 256-273.
http://dx.doi.org/10.1080/03634520109379252
[10] Lumsden, L. S. (1994). Student Motivation to Learn. ERIC Digest, No. 92, 3 p.
[11] Martin, B. L., & Briggs, L. J. (1986). The Cognitive and Affective Domains: Integration for Instruction and Research. Englewood Cliffs, NJ: Educational Technology Publications, 35, 123-130.
[12] Martin, M., Meyers, S., & Moffet, T. (2002). Students’ Motives for Communicating with Their Instructors.
[13] Miron, M., & Segal, E. (1978). “The Good University Teacher” as Perceived by the Students. Higher Education, 7, 27-34.
http://dx.doi.org/10.1007/BF00129788
[14] Russell, M. (2004). The Importance of the Affective Domain in Further Education Classroom Culture. Research in Post- Compulsory Education, 9, 249-270.
http://dx.doi.org/10.1080/13596740400200178
[15] Seidel, T., & Shavelson, R. J. (2007). Teaching Effectiveness Research in the Last Decade: Role of Theory and Research Design in Disentangling Meta-Analysis Results. Revieë of Educational Research, 77, 454-499.
http://dx.doi.org/10.3102/0034654307310317
[16] Thomas, D. (1975). Education’s Seven Deadly Myths. NASSP Bulletin, 59, 60-66.
http://dx.doi.org/10.1177/019263657505939511
[17] Wilson, S., & Cameron, R. (1996). Student Teacher Perceptions of Effective Teaching: A Developmental Perspective. Journal of Education for Teaching, 22, 181-195.
http://dx.doi.org/10.1080/02607479620340
[18] Williams, L. (2003). Including the Affective Domain. Teaching Elementary Physical Education, 14, 3-4.
[19] Woolfolk, A. (2011). Educational Psychology. Active Learning Edition (3rd ed.). Boston, MA: Allyn & Bacon.