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4 references
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- Vol 7 RE: Chapter 9, App D
technological pedagogical content knowledgeteacher self-efficacypreservice teachersconfirmatory factor analysisintegrative knowledge modeltechnology integrationscale developmentteacher assessmentJournal article Evidence summaryAt a glance
Schmid, Brianza, and Petko develop TPACK.xs, a concise self-report instrument for teachers’ technological pedagogical content knowledge. Existing questionnaires were often lengthy, difficult to use, or psychometrically ambiguous.
Key ideas
The authors generate and refine items representing technological, pedagogical, and content knowledge and their intersections, then test the scale with preservice teachers. Reliability and confirmatory factor analyses support a short instrument that can be administered economically. The study also compares two conceptions of TPACK: an integrative model in which component knowledge domains remain distinguishable and combine, and a transformative model in which TPACK functions as a more unified competence. Results provide stronger support for the integrative structure in this sample.
Why it matters
Because scores are self-reports, they indicate perceived knowledge rather than direct classroom performance, and the factor solution needs replication across populations, subjects, and languages. For researchers and teacher educators, TPACK.xs offers a practical diagnostic or programme-evaluation measure, best supplemented with lesson plans, observations, performance tasks, or portfolios when claims concern enacted technology integration.
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- Vol 4 RE: Chapter 12
- Vol 4 TE: App C
social cognitive theoryself-efficacygoal-directed activitymastery experiencesoutcome expectationsproximal goalsself-regulationJournal article Evidence summaryAt a glance
Schunk and DiBenedetto review motivation through Bandura’s social cognitive theory, defining it as processes that initiate and sustain goal-directed activity. Human functioning reflects reciprocal interactions among personal factors, behavior, and environment, while agency enables people to set goals, anticipate outcomes, monitor action, and regulate conditions.
Key ideas
Self-efficacy—beliefs about capability for a particular task—has a central role because it affects choice, effort, persistence, strategy use, and responses to difficulty. Efficacy develops through mastery experiences, social models, credible persuasion, and interpretations of emotional and physiological states. Goals, outcome expectations, values, and self-evaluation operate with efficacy in cyclical self-regulation. Teachers can strengthen motivation through attainable proximal goals, informative progress feedback, models that students perceive as relevant, strategy instruction, and opportunities for successful performance.
Why it matters
The authors emphasize that efficacy is context-specific and is not the same as general confidence, actual skill, or an assurance of success.
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- Vol 4 RE: Chapters 1, 2, 17, App C
- Vol 4 TE: App C
self-regulated learningacademic motivationself-efficacygoal orientationmotivational regulationstrategy useperformance monitoringEdited book Evidence summaryAt a glance
This edited volume treats self-regulated learning as the active coordination of cognition, metacognition, motivation, affect, behavior, and environmental resources in pursuit of goals. Models differ in terminology but commonly describe recurring phases of task interpretation and planning, strategic performance and monitoring, and reflection that informs adaptation.
Key ideas
Contributions examine efficacy beliefs, goals, values, emotion, help seeking, collaboration, development, and differences across subject domains. They also show why self-report questionnaires alone cannot capture regulation as it unfolds; think-alouds, traces, diaries, microanalysis, and performance data reveal different parts of the process. Instruction can make strategies explicit, model conditional choices, provide feedback on progress, and gradually shift responsibility to learners. Technology may support prompts and visualization, but dashboards or prompts are not automatically regulatory.
Why it matters
The collection’s central message is that successful learners do not merely possess strategies: they decide when and why to use them, monitor consequences, and revise action within particular tasks and social contexts.
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- Vol 4 RE: Chapter 5
academic motivationself-efficacyachievement goalstask valuesaffective regulationhelp seekingmotivational beliefsBook Evidence summaryAt a glance
This edited volume treats self-regulated learning as the active coordination of cognition, metacognition, motivation, affect, behavior, and environmental resources in pursuit of goals. Models differ in terminology but commonly describe recurring phases of task interpretation and planning, strategic performance and monitoring, and reflection that informs adaptation.
Key ideas
Contributions examine efficacy beliefs, goals, values, emotion, help seeking, collaboration, development, and differences across subject domains. They also show why self-report questionnaires alone cannot capture regulation as it unfolds; think-alouds, traces, diaries, microanalysis, and performance data reveal different parts of the process. Instruction can make strategies explicit, model conditional choices, provide feedback on progress, and gradually shift responsibility to learners. Technology may support prompts and visualization, but dashboards or prompts are not automatically regulatory.
Why it matters
The collection’s central message is that successful learners do not merely possess strategies: they decide when and why to use them, monitor consequences, and revise action within particular tasks and social contexts.
View or buy the cited work >>Read a similar article free online >>
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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