Studying classroom climate effects in the context of multi-level structural equation modelling: an application-focused theoretical discussion and empirical demonstration-Reference-Cited by-同舟云学术

Studying classroom climate effects in the context of multi-level structural equation modelling: an application-focused theoretical discussion and empirical demonstration

Published:2020-08-07 Issue:4 Volume:43 Page:348-363
ISSN:1743-727X
Container-title:International Journal of Research & Method in Education
language:en
Short-container-title:International Journal of Research & Method in Education

Author:

Bardach Lisa¹^ORCID,Yanagida Takuya²^ORCID,Lüftenegger Marko²³^ORCID

Affiliation:

1. Department of Education, University of York, York, UK

2. Faculty of Psychology, Department of Developmental and Educational Psychology, University of Vienna, Wien, Austria

3. Centre for Teacher Education, Department for Teacher Education, University of Vienna, Wien, Austria

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1743727X.2020.1791071

Reference65 articles.

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3. Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator?

4. Gendered Pathways to Bullying Perpetration via Social Achievement Goals – Mediating Effects of Sense of Belonging and Non-inclusive Group Norms

5. Bardach, L., and Marko Lüftenegger. 2018. Social Motivation in the Classroom: Documentation of the study. Unpublished manuscript, Department of Applied Psychology: Work, Education and Economy, University of Vienna, Austria.

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