Carrie J. Furrer

TL;DR: Eccles et al. as discussed by the authors explored the effects of a sense of relatedness, both generally and toward specific social partners, on children's academic motivation and performance during middle childhood.

TL;DR: A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of four indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions on changes in these indicators over the school year as discussed by the authors.

TL;DR: In this paper, a motivational conceptualization of engagement and disaffection is presented, which emphasizes children's constructive, focused, enthusiastic participation in the activities of classroom learning, and distinguishes engagement from disaffections, as well as behavioral features from emotional features.

TL;DR: The quality of students' relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement as discussed by the authors, and this chapter offers teachers and researchers a chance to examine the relationship between teachers and students.

TL;DR: Results suggest that parents with more social support show greater increases in the frequency of positive parent–child activities over time, but that this effect is mediated by mothers’ attachment style, specifically, their level of anxious/ambivalent attachment.