Teachers' behaviour and children's academic achievement: Evidence of gene–environment interactions-Reference-Cited by-同舟云学术

Teachers' behaviour and children's academic achievement: Evidence of gene–environment interactions

Published:2022-09-09 Issue:1 Volume:93 Page:167-182
ISSN:0007-0998
Container-title:British Journal of Educational Psychology
language:en
Short-container-title:Brit J of Edu Psychol

Author:

Guimond Fanny‐Alexandra¹^ORCID,Brendgen Mara²³,Vitaro Frank³⁴,Dionne Ginette⁵,Boivin Michel⁵

Affiliation:

1. School of Psychology University of Ottawa Ottawa Ontario Canada

2. Department of Psychology University of Quebec at Montreal Montreal Quebec Canada

3. Ste. Justine Hospital Research Centre Montreal Quebec Canada

4. School of Psycho‐education University of Montreal Montreal Quebec Canada

5. Department of Psychology Laval University Quebec City Quebec Canada

Funder

Canadian Institutes of Health Research

Social Sciences and Humanities Research Council of Canada

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjep.12546

Reference67 articles.

1. The relationship between effective classroom management and students' academic achievement;Adeyemo S. A.;European Journal of Educational Studies,2012

2. The Relationship Between First Names and Teacher Expectations for Achievement Motivation

3. Epidemiologic and Genetic Approaches in the Study of Gene-Environment Interaction: an Overview of Available Methods

4. Models of Underachievement Among Gifted Preadolescents: The Role of Personal, Family, and School Factors

5. School Selection and the Social Class Divide: How Tracking Contributes to the Reproduction of Inequalities

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