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Intrinsic self-regulation in the classroom.
Abstract
It is essential to establish a conceptualization for effective teaching that includes the dynamics of caring and supportive relationships, since accountability and standards alone do not ensure student achievement and success. This program description is intended to describe and illuminate that type of foundation by pulling together psychology and educational psychology theories around the shared concepts of student autonomy and intrinsic self-regulation. Student, parent, and teacher interview results are presented.
Introduction
The intention of this review was to describe the development of trust in teacher-student relationships and ...
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