Sentence examples for explanatory rationales from inspiring English sources

The first scaffolding strategy that establishes attainment value is providing explanatory rationales for relevance to current and future life.

Explanatory rationales should be used to help students see why doing the target action will benefit them (Reeve, 2009; Su & Reeve, 2010).

Kim & Keller, 2010), college students who were provided customized motivational and volitional messages that contained explanatory rationales that incremental effort despite failures rather than natural ability is required to learn calculus studied more hours than students who received non-customized messages and those who did not receive such messages.

One can emphasize rational goals by providing an explanatory rationale for rational goals.

To our knowledge, no current computer-based scaffolds provide an explanatory rationale for relevance to current and future lives.

Students need to not only have a chance to read an explanatory rationale and view expert modeling but also reflect on and articulate the attainment value from their own perspectives.

Although not providing an explanatory rationale for rational goals, the PRACCIS project (Promoting Reasoning and Conceptual Change in Science) helps science students link evidence to models and provide justifications accordingly (Chinn et al., 2013).

Scaffolds should provide an explanatory rationale for why cooperation helps students reach individual and shared goals more effectively, as well as meet the needs for competence, relatedness, and autonomy.

From a self-determination theory perspective, providing an explanatory rationale for why solving the problem is relevant to students' current and future lives can serve the dual functions of helping students perceive value in the learning task (Brophy, 2008; Jang, 2008; Pintrich & Schunk, 1996; Reeve & Halusic, 2009) and increasing autonomy (Jang, 2008; Reeve, 2009; Su & Reeve, 2010).

The approach presented in these partner papers promotes the development of professional behaviour change interventions that are replicable, are underpinned by a robust explanatory scientific rationale and that use generalisable elements of behaviour.

Some papers focused on the development of an explanatory framework or rationale to inform intervention design and evaluation.