Longitudinal relationship between beliefs about adversity and learning engagement in Chinese left-behind children: Hope as a mediator and peer attachment as a moderator-Reference-Cited by-同舟云学术

Longitudinal relationship between beliefs about adversity and learning engagement in Chinese left-behind children: Hope as a mediator and peer attachment as a moderator

Published:2022-01-08 Issue: Volume: Page:
ISSN:1046-1310
Container-title:Current Psychology
language:en
Short-container-title:Curr Psychol

Author:

Li Jiayi,Xie Ruibo,Ding Wan,Jiang Min,Lin Xiuyun,Kayani Sumaira,Li Weijian

Publisher

Springer Science and Business Media LLC

Subject

General Psychology

Link

https://link.springer.com/content/pdf/10.1007/s12144-021-02671-x.pdf

Reference44 articles.

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3. Bryce, C. I., Alexander, B. L., Fraser, A. M., & Fabes, R. A. (2020). Dimensions of hope in adolescence: relations to academic functioning and well-being. Psychology in the Schools, 57, 171–190. https://doi.org/10.1002/pits.22311

4. Chen, J., Guo, Y., & Hu, X. (2015). Effect of autonomous motivation and family’s social class on the relationship between teacher’s autonomy support and junior middle school students’ academic engagement. Psychological Development and Education, 31, 180–187. https://doi.org/10.16187/j.cnki.issn1001-4918.2015.02.07

5. Chen, J., Huebner, E. S., & Tian, L. (2020). Longitudinal relations between hope and academic achievement in elementary school students: behavioral engagement as a mediator. Learning and Individual Differences, 78, 101824. https://doi.org/10.1016/j.lindif.2020.101824

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