Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement-Reference-Cited by-同舟云学术

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Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement

Published:2016-03-28 Issue:4 Volume:37 Page:457-467
ISSN:0144-3410
Container-title:Educational Psychology
language:en
Short-container-title:Educational Psychology

Author:

Sointu Erkko T.,Savolainen Hannu,Lappalainen Kristiina,Lambert Matthew C.

Funder

Funded by Finnish National Board of Education

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/01443410.2016.1165796

Reference71 articles.

1. Contributions of teacher–child relationships to positive school adjustment during elementary school

2. The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems.

3. Students With or At Risk for Problem Behavior: Betwixt and Between Teacher and Parent Expectations

4. Comparative fit indexes in structural models.

5. Behavioral risk, teacher–child relationships, and social skill development across middle childhood: A child-by-environment analysis of change

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2. Young people’s experiences with flexible and inclusive education in Australia: a review of the literature;The Australian Educational Researcher;2024-08-24

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4. Parent and Child-Reported Strengths of Children With ADHD;Canadian Journal of School Psychology;2024-01-19

5. Peer groups, academic achievement and the behaviour of elementary school‐aged children: A strength‐based perspective;Infant and Child Development;2024-01-09

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