Elizabeth Olivier

TL;DR: Assessment of competing hypotheses from Self-Efficacy Theory, Self-System Model of Motivational Development, and Expectancy-Value Theory in math found self-efficacy was associated with later emotional engagement and academic achievement and emotional engagement was negatively associated with achievement in 6th grade and was not associated with behavioral engagement.

TL;DR: It is suggested that externalizing behaviors remain risk factors for student disengagement during childhood and adolescence, but that the risk posed by internalizing behaviors increases in importance for older students.

TL;DR: Girls with an Externalizing Problem/Student-teacher Conflict profile or an Internalizing Problems/Peer Isolation profile also showed negative changes throughout the school year in their self-reported behavioral engagement and in academic achievement.

TL;DR: The authors compared three hypotheses to determine the best configuration of teacher need-supporting practices (autonomy support, structure, and involvement) in terms of classroom-levels of behavioral, emotional, and cognitive engagement.

TL;DR: Student classroom-aggregated perception of teacher autonomy support and structure is important to nurture behavioural engagement, however, it is found no extra benefit of combining these two dimensions of teaching practices.