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

Laura L. Pendergast, Avi Kaplan

Research output: Contribution to journalArticlepeer-review

7 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 languageEnglish
Pages (from-to)638-647
Number of pages10
JournalSchool Psychology International
Volume36
Issue number6
DOIs
StatePublished - 1 Dec 2015
Externally publishedYes

Keywords

  • agency
  • competence
  • ecological systems
  • motivation
  • school psychology
  • teacher-student relationships

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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