Effects of school-wide positive behavioral interventions and supports on students’ perceptions of teachers’ practices
Author:
Funder
Mutuelle Générale de l'Education Nationale
Conseil régional de Bourgogne-Franche-Comté
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10212-024-00848-z.pdf
Reference93 articles.
1. Ahn, I., Chiu, M. M., & Patrick, H. (2021). Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology, 64, 101950. https://doi.org/10.1016/j.cedpsych.2021.101950
2. Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1–34. https://doi.org/10.1007/s10648-016-9389-8
3. Aloise, P. A. (1993). Trait confirmation and disconfirmation: The development of attribution biases. Journal of Experimental Child Psychology, 55(2), 177–193. https://doi.org/10.1006/jecp.1993.1010
4. Bakchich, J., Carré, A., Claes, N., & Smeding, A. (2023). The moderating role of socioeconomic status on the relationship between teacher social support and sense of belonging to school. British Journal of Educational Psychology, 93(1), 153–166. https://doi.org/10.1111/bjep.12545
5. Bandura, A. (1978). The self system in reciprocal determinism. American Psychologist, 33(4), 344–358.
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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