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\"Discover how to work alongside your students to unlock their potential. This powerful book reveals 10 keys to creating a classroom where your students can take ownership of their learning and become heroes in their own lives. You'll learn how to build relationships, support, strength, willpower, soft skills, service, agency, curiosity, innovation, and productive failure. Each key is illustrated in a narrative format, designed with tips and notes to help you make practical changes immediately. By the end of the book, you'll have the foundational pieces you need to create a student-powered classroom where students can learn about themselves, fail forward, and gain courage to face challenges head on\"-- Provided by publisher.

Students’ adaptive motivation to study tends to decrease over time. However, the reasons for this decline are not fully understood. Drawing on self-determination theory (SDT), we investigated whether changes in teachers’ motivating style and students’ associated need-based experiences could explain the motivational decline documented in the literature. A total of 472 Israeli seventh and eighth graders (in their first and second years of middle school) completed questionnaires at the beginning and end of the school year. Students reported their perceptions of their teachers’ (de)motivating styles (i.e., autonomy support, structure, control, and chaos), the extent to which their psychological needs were satisfied or frustrated, and their motivation to study. There was a significant decrease from the beginning to the end of the school year in 7 th - and 8th-grade students’ perceptions of autonomy support and structure provided by their teachers, students' autonomous motivation, and their experienced need satisfaction. There was a significant increase from the beginning to the end of the school year in 7th and 8th graders’ perception of their teacher as chaotic and the students’ experience of need frustration, controlled motivation, and amotivation. A growth curve multilevel model (GCMLM) indicated that the perceived changes in teachers’ motivating and demotivating styles, together with the changes in the students' reported need-based experiences from the beginning to the end of the year, could account for these changes in students’ motivation. Teachers should develop and maintain a need-nurturing environment to prevent a drop in student motivation.

Gathering information from students’ answers to open-ended questions helps to assess the quality of teachers’ practices and its relations with students’ motivation. The present study aimed to use sentiment analysis, an artificial intelligence-based tool, to examine students’ responses to open-ended questions about their teacher’s communication. Using the obtained sentiment scores, we studied the effect of teachers engaging messages on students’ sentiment. Subsequently, we analysed the mediating role of this sentiment on the relation between teachers’ messages and students’ motivation to learn. Results showed that the higher the students’ perceived use of engaging messages, the more positive their sentiments towards their teacher’s communication. This is an important issue for future research as it shows the usefulness of sentiment analysis for studying teachers’ verbal behaviours. Findings also showed that sentiment partially mediates the effect of teachers engaging messages on students’ motivation to learn. This research paves the way for using sentiment analysis to better study the relations of teachers’ behaviours, students’ sentiments and opinions, and their outcomes.

\"This volume provides examples and evidence of the various ways in which the Decoding the Disciplines framework has been applied across disciplines and used to inform teaching, curriculum, and pedagogical research initiatives at Mount Royal University\"--Page [4] of cover.

Online language learning with virtual classrooms (OLLVC) is becoming a reality to a large number of students across contexts. Yet students’ motivation and engagement in OLLVC remains underexplored. The current study evaluated 6364 university students’ motivation and engagement in OLLVC and its interrelationships with environmental support, learner attitude and readiness in the Chinese higher education context. This study employed the adapted motivation and engagement scale and adopted purposive sampling to recruit a sample of undergraduate students, who were engaged in online English learning using VC. The data were examined using structural equation modeling via Mplus 7.4. Results showed that students were generally motivated and engaged in OLLVC and there were significant individual differences across age, English proficiency, gender, academic ranking, and major. Moreover, student evaluation of their readiness for OLLVC mediated the relationships between support and attitude for online learning and student motivation and engagement in OLLVC. These findings call for attention to the importance of taking student readiness as a mediating mechanism in students’ motivation and engagement in OLLVC. Implications for supporting virtual-classroom-mediated online language learning are also discussed.

\"How are competence, autonomy, relatedness, and relevance related to engagement? In Loving What They Learn: Research-Based Strategies to Increase Student Engagement, Alexander McNeece explains the connections and how, from those connections, a cycle of self-efficacy emerges. McNeece describes the elements that set off the cycle and offers research-based strategies to increase those feelings in students\"-- Provided by publisher.

Purpose: This paper aims to identify and test four competing models with the interrelationships between students' perceived service quality, students' satisfaction, loyalty and motivation using structural equation modeling (SEM), and to select the best model using chi-square difference (??2) statistic test. Design/methodology/approach: The study uses survey research design to gather data regarding attitudes of students about quality of services and their level of satisfaction, motivation and loyalty. A total of 1,439 valid questionnaires were collected from four public universities in the state of Andhra Pradesh, India, and the relationships between four variables using SEM are tested. Findings: The structural model with direct and indirect relationships between the constructs proves as a best among the competing models. The result supported direct effect of students' perceived service quality on students' satisfaction and motivation; and indirect effect on students' loyalty. Implications and research contributions are discussed and directions for further research are indicated. Research limitations/implications: The study considers the examinations of the simple bivariate relationships between service quality, satisfaction, motivation and loyalty may mask or overstate their true relationships due to omitted variable bias. Structural theory with simultaneous measurement of the direct and indirect relationships between students' perceived service quality, satisfaction, motivation and loyalty adds a unique contribution to the existing field of knowledge, especially higher education sector. Practical implications: The results of SEM show that the service quality is a key antecedent to students' satisfaction, loyalty and motivation. Motivating students for present and future studies with better participation in the process is important to increase quality and efficiency in their output. The best services also make students loyal to the institution. The findings suggested that it would be worthwhile for university's administration to make proper allocation of resources, to provide better educational services. It is believed that this study has a significant competence for engendering more precise applications related to quality of services, especially concerning students' satisfaction, loyalty and motivation. Social implications: The research provides significant insights and demonstrates good understanding of students' perceived service quality in the context of Indian universities. The changing nature and need of higher education services and increase in competitive intensity necessitates higher performance levels in the realm of Indian higher education (universities). The study identified that students' perceived service quality is a key antecedent to students' satisfaction, motivation and loyalty, which conveys that service quality is an important construct. Originality/value: Several points are addressed based on the models identified in the study. First, there is sufficient evidence of a significant bivariate relationship between service quality, satisfaction, loyalty and motivation. Second, although service quality is an important determinant of loyalty, the exact nature of this relationship remains unresolved. Third, it is evident that very few studies have investigated multiple direct links between service quality, satisfaction, motivation and loyalty. Further, there is no reported investigation of whether any or all of these variables directly and indirectly influence loyalty when the effects of service quality, satisfaction, motivation are simultaneously considered in Indian higher education sector. Therefore, to present a more pragmatic picture of these relationships, the study identified the \"collective model\" that investigates the underlying relationships that exist among these constructs.

\"Eric Hardie offers six steps to help students engage in meaningful, relevant learning and develop key skills they need to succeed in life\"-- Provided by publisher.

Gamification has gained a lot of attention in recent years as a possible way to foster students’ motivation and learning behavior. As a high drop-out rate is associated with distance learning, in particular with students often struggling to engage with the material, the implementation of gamification may support and enhance more successful online learning. A distance learning Bachelor degree class was selected as a case study to investigate the implementation of a Moodle-based gamification concept as well as different variables associated in using a mixed-methods-approach. Eight students were interviewed and 32 participated in an online survey. Significant positive correlations were found between students’ online learning readiness in the dimension of technical competencies and both types of autonomous motivation (identified and intrinsic motivation). A significant positive correlation was also found between self-reported attitudes towards gaming and the dimension of coping of study-satisfaction. As expected, students who indicated rather low online learning readiness tended to show non-autonomous motivation (amotivation). Surprisingly, some students reported autonomous motivation, despite having expressed a rather dismissive attitude towards playing online and computer games in general. Acquiring digital badges reportedly felt like appreciation directly awarded by the students’ instructor. Progress bars were positively evaluated and were accepted as a management tool for individual learning strategies.