MOCSE Centered on Students: Validation of Learning Demands and Teacher Support Scales
Based on The Educational Situation Quality Model (MOCSE, acronym in Spanish) framework, the primary objective of this study is to test the factorial validity and reliability of two MOCSE measure instruments referred to the preactional-decisional phase, specifically to learning demands and teacher su...
Main Authors: | Fernando Doménech-Betoret, Amparo Gómez-Artiga, Laura Abellán-Roselló, Esperanza Rocabert-Beút |
---|---|
Format: | Article |
Language: | English |
Published: |
Frontiers Media S.A.
2020-10-01
|
Series: | Frontiers in Psychology |
Subjects: | |
Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.582926/full |
Similar Items
-
Influence of Teacher and Family Support on University Student Motivation and Engagement
by: Adela Descals-Tomás, et al.
Published: (2021-03-01) -
Ontwikkeling en validering van een vragenlijst ‘vraaggestuurde zorg’
by: Lineke Verkooijen, et al.
Published: (2009-02-01) -
Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs
by: Fernando Doménech-Betoret, et al.
Published: (2017-07-01) -
The Educational Situation Quality Model: A New Tool to Explain and Improve Academic Achievement and Course Satisfaction
by: Fernando Doménech-Betoret, et al.
Published: (2019-07-01) -
Adaptation and Validation of the Motivated Strategies for Learning Questionnaire for Spanish Adolescents
by: Adrián Segura-Robles, et al.
Published: (2021-02-01)