Perceived teacher support, student engagement, and academic achievement: a meta-analysis-Reference-Cited by-同舟云学术

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Perceived teacher support, student engagement, and academic achievement: a meta-analysis

Published:2022-02-15 Issue:4 Volume:42 Page:401-420
ISSN:0144-3410
Container-title:Educational Psychology
language:en
Short-container-title:Educational Psychology

Author:

Tao Yang¹^ORCID,Meng Yu²,Gao Zhenya³,Yang Xiangdong⁴

Affiliation:

1. Faculty of Education, East China Normal University, Shanghai, China

2. Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China

3. Shanghai Zhangjiang Group School, Shanghai, China

4. Department of Educational Psychology, Faculty of Education, East China Normal University, Shanghai, China

Funder

East China Normal University

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/01443410.2022.2033168

Reference65 articles.

1. Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument

2. Introduction to Meta-Analysis

3. Toward an experimental ecology of human development.

4. Ecology of the family as a context for human development: Research perspectives.

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1. Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study;Computers in Human Behavior;2024-10

2. Longitudinal relationships among perceived teacher support, intrinsic motivation for math, and math learning outcomes: focusing on gender differences among high-achieving adolescents;Current Psychology;2024-09-09

3. How schools affect equity in education: Teaching factors and extended day programs associated with average achievement and socioeconomic achievement gaps;Studies in Educational Evaluation;2024-09

4. The Relationship Between Teacher Talk and Students’ Academic Achievement: A Meta-Analysis;Educational Research Review;2024-09

5. The mediating effects of basic psychological needs on the associations between teacher support and Chinese adolescents’ science and math self-efficacy;Research in Science & Technological Education;2024-08-28

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