Gender Differences in the Strength of Association between Perceived Support from Teachers and Student Engagement-Reference-Cited by-同舟云学术

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Gender Differences in the Strength of Association between Perceived Support from Teachers and Student Engagement

Published:2019-08-29 Issue:1 Volume:65 Page:153-168
ISSN:0031-3831
Container-title:Scandinavian Journal of Educational Research
language:en
Short-container-title:Scandinavian Journal of Educational Research

Author:

Bru Edvin¹^ORCID,Virtanen Tuomo¹,Kjetilstad Vidar²,Niemiec Christopher P.¹³

Affiliation:

1. Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway

2. Department of Education and Sports Science, University of Stavanger, Norway

3. Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, USA

Funder

Norwegian Research Council

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00313831.2019.1659404

Reference92 articles.

1. Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

2. Missing Data Techniques for Structural Equation Modeling.

3. Motivation and strategy use in science: Individual differences and classroom effects

4. Transactional associations between classroom engagement and relations with teachers from first through fourth grade

5. Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge.

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4. The impact of meaning in life on preservice teachers’ innovative behavior: the chain mediating effects of career calling and learning engagement;Current Psychology;2024-01-23

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