The Influence of Teacher and Peer Relationships on Students' Classroom Engagement and Everyday Motivational Resilience
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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.Abstract:
The quality of students’ relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement. This chapter offers teachers and researchers a ...read more
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Journal ArticleDOI
Malleability, plasticity, and individuality: How children learn and develop in context1
TL;DR: The authors synthesize foundational knowledge from multiple scientific disciplines regarding how humans develop in context, and integrate major constructs that define human development into a de facto ontology, which is used to synthesize the ontology of human development.
Journal ArticleDOI
Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter?
TL;DR: This article explored the role of teacher-student relationships in predicting students' academic development and student engagement in high school students, and found that the enhancing properties of positive teacherstudent relationships seem to outweigh the limiting (or narrowing) properties of negative teacher student relationships.
Book ChapterDOI
Mindfulness and Teachers’ Coping in the Classroom: A Developmental Model of Teacher Stress, Coping, and Everyday Resilience
Ellen A. Skinner,Jeffry Beers +1 more
TL;DR: In this article, the authors explore the potential of mindfulness practices and interventions to aid teachers in developing personal resources that would help them cope more constructively, and thereby provide a pathway toward everyday resilience.
Engagement and Disaffection as Central to Processes of Motivational Resilience and Development
TL;DR: Motivation at school is rich in both theory and research (Eccles & Wigfield, 2002; Wentzel et al. as discussed by the authors ), which has produced an abundance of complex constructs that predict individual differences in students' motivation (e.g., feelings of belonging, achievement goals, self-efficacy, values, identification, and self-regulatory style).
Journal ArticleDOI
Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement
Trude Havik,Elsa Westergård +1 more
TL;DR: This paper examined the associations between students' perceptions of classroom interactions and students' emotional and behavioral engagement, given the nested structure of the data, multilabeled data sets were used.
References
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Book
Intrinsic Motivation and Self-Determination in Human Behavior
Edward L. Deci,Richard M. Ryan +1 more
TL;DR: This chapter discusses the development of Causality Orientations Theory, a theory of personality Influences on Motivation, and its application in information-Processing Theories.
Journal ArticleDOI
The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior
Edward L. Deci,Richard M. Ryan +1 more
TL;DR: Self-Determination Theory (SDT) as mentioned in this paper maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being.
Journal ArticleDOI
Intrinsic Motivation and Self-Determination in Human Behavior
Book
Handbook of Child Psychology
TL;DR: In this article, the authors discuss the importance of biology for human development and the role of the human brain in the development of human cognition and behavior, and propose a model of human development based on the Bioecological Model of Human Development.
Journal ArticleDOI
School Engagement: Potential of the Concept, State of the Evidence
TL;DR: The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement as mentioned in this paper, and it is presumed to be malleable, responsive to contextual features, and amenable to environmental change.