Self-theories: some implications for teaching and learning in higher education

Yorke, Mantz and Knight, Peter (2004). Self-theories: some implications for teaching and learning in higher education. Studies in Higher Education, 29(1) pp. 25–37.

DOI (Digital Object Identifier) Link:	https://doi.org/10.1080/1234567032000164859
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Abstract

The self-theories of students and teachers are a neglected aspect of higher education, yet are important mediators of students' development and achievement. Theoretical considerations and empirical findings are brought to bear on the implications of self-theories for student development, and for the development of academic staff.

Item Type:	Journal Item
ISSN:	0307-5079
Academic Unit/School:	Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET) Learning and Teaching Innovation (LTI)
Research Group:	Centre for Research in Education and Educational Technology (CREET)
Item ID:	702
Depositing User:	Users 12 not found.
Date Deposited:	26 May 2006
Last Modified:	07 Feb 2017 11:16
URI:	http://oro.open.ac.uk/id/eprint/702
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