Instructional context and student motivation, learning, and development: Commentary and implications for school psychologists

Laura L. Pendergast; Avi Kaplan

doi:10.1177/0143034315613560

Instructional context and student motivation, learning, and development: Commentary and implications for school psychologists

Laura L. Pendergast, Avi Kaplan

Research output: Contribution to journal › Article › peer-review

8 Scopus citations

Abstract

From an ecological perspective, learning and development in childhood and throughout the lifespan occur in the context of interactions within complex social networks. Collectively, the articles in this special issue illuminate three important themes related to teacher-student interactions within instructional contexts: relationships, competence, and agency. Through consultation and systems level advocacy, school psychologists can use these themes as starting points for improving the instructional context for both students and teachers.

Original language	English
Pages (from-to)	638-647
Number of pages	10
Journal	School Psychology International
Volume	36
Issue number	6
DOIs	https://doi.org/10.1177/0143034315613560
State	Published - 1 Dec 2015
Externally published	Yes

Keywords

agency
competence
ecological systems
motivation
school psychology
teacher-student relationships

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Psychiatry and Mental health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1177/0143034315613560

Cite this

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Instructional context and student motivation, learning, and development: Commentary and implications for school psychologists

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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