Exploring middle school teachers’ perceptions of factors affecting the teacher–student relationships
Author:
Publisher
Springer Science and Business Media LLC
Subject
Sociology and Political Science,Education
Link
https://link.springer.com/content/pdf/10.1007/s10671-021-09300-1.pdf
Reference68 articles.
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2. Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211–229. https://doi.org/10.1016/j.jsp.2006.02.002
3. Baten, E., Vansteenkiste, M., De Muynck, G.-J., De Poortere, E., & Desoete, A. (2020). How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions. Journal of Educational Psychology, 112(8), 1490–1505. https://doi.org/10.1037/edu0000444
4. Bosman, R. J., Roorda, D. L., van der Veen, I., & Koomen, H. M. (2018). Teacher-student relationship quality from kindergarten to sixth grade and students’ school adjustment: A person-centered approach. Journal of School Psychology, 68, 177–194. https://doi.org/10.1016/j.jsp.2018.03.006
5. Brookfield, S. (1995). Becoming a critically reflective teacher. Jossey-Bass.
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