The keys to learning for university students with disabilities: Motivation, emotion and faculty-student relationships

The affective-emotional dimension may constitute a key element in teaching and learning processes. It is linked to relationship between faculty and students and may help foster students with disabilities' motivation to learn and remain at university. This is the approach adopted in this article...

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Veröffentlicht in:	PloS one 2019-05, Vol.14 (5), p.e0215249-e0215249
1. Verfasser:	Moriña, Anabel
Format:	Artikel
Sprache:	eng
Schlagworte:	Adult Analysis Biology and Life Sciences Classrooms Cognitive styles College faculty College students Colleges & universities Curricula Disabilities Disabled Persons - education Disabled Persons - psychology Disabled students Distance learning Education Emotions Faculty Female Health aspects Higher education Humans Instructional design Learning Learning strategies Male Medicine and Health Sciences Middle Aged Motivation Pedagogy People and Places Perceptions Psychological aspects Quality Social Sciences Spain Student retention Students Students - psychology Students with disabilities Surveys and Questionnaires Teacher-student relations Teachers Teaching Teaching methods Universities and colleges University students
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