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Appealing to Faculty Gatekeepers: Motivational Processes for Intentions to Adopt an Evidence-B ased Intervention

What motivates faculty teaching gateway courses to consider adopting an evidence-based classroom intervention? In this nationally representative study of biology faculty members in the United States (N = 422), we used expectancy–value–cost theory to understand three convergent motivational processes...

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Detalles Bibliográficos
Autores principales:	McPartlan, Peter, Thoman, Dustin B, Poe, Jennifer, A Herrera, Felisha, Smith, Jessi L
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Oxford University Press 2022
Materias:	Education
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9236873/ https://www.ncbi.nlm.nih.gov/pubmed/35769503 http://dx.doi.org/10.1093/biosci/biac029

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