Division C - Learning and Instruction / Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts

Amanda Rabidue Bozack, University of New Haven

Comparing Student Ethnic Groups: Teacher Expectations, Student Self-Expectations, Growth Mind-Sets, and Achievement - Christine Margaret Rubie-Davies, University of Auckland; Elizabeth Peterson, The University of Auckland; Penelope Winifred Watson, The University of Auckland; Lynda Garrett, University of Auckland; Lyn McDonald, The University of Auckland; Annaline Flint, University of Auckland; Mohamed Alansari, University of Auckland

Teacher Expectations, Differentiated Group Instruction, and the Educational Gaming Context - Kristen J Shanahan, Edinboro University; Catherine M. Brighton, University of Virginia; Tonya R. Moon, University of Virginia; Christine Patricia Trinter, Virginia Commonwealth University

Implicit Theories of Learning as Reflected in One Upper Elementary Teacher's Talk - R. Daniel Lane, Georgia State University; Laura A. May, Georgia State University; Diane M. Truscott, Georgia State University

Parents and Teachers as Distinguishable Social Agents in Determining Students' Academic Motivation, Engagement, and Achievement - Yi Jiang, East China Normal University; Sun-Young Lee, Korea University; Hyun Seon Ahn, Korea University - Brain and Motivation Research Institute; Sun Kyung Lee, Korea University; Mimi Bong, Korea University; Johnmarshall Reeve, Korea University

The Role of Different Characteristics of Teaching in Predicting Students' Achievement Goals and Academic Functioning - Jeesoo Lee, Korea University; Yi Jiang, East China Normal University; Mimi Bong, Korea University