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The Journal of Genetic Psychology
Research and Theory on Human Development
Volume 172, 2011 - Issue 2
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ARTICLES

Ethnic Differences in Teacher-Oriented Achievement Motivation: A Study Among Early Adolescent Students in the Netherlands

Jochem Thijs Utrecht University, The Netherlands
Pages 121-140 | Received 21 May 2010, Accepted 25 Aug 2010, Published online: 03 May 2011

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Ai Miyamoto, Julian Seuring & Cornelia Kristen. (2020) Immigrant students’ achievements in light of their educational aspirations and academic motivation. Journal of Ethnic and Migration Studies 46:7, pages 1348-1370.
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Articles from other publishers (7)

Jochem Thijs, Abigail C. Keim & Jolien Geerlings. (2018) Classroom identification in ethnic minority and majority students: Effects of relationships and ethnic composition. British Journal of Educational Psychology 89:4, pages 707-725.
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Hannah Kleen, Meike Bonefeld, Sabine Glock & Oliver Dickhäuser. (2019) Implicit and explicit attitudes toward Turkish students in Germany as a function of teachers’ ethnicity. Social Psychology of Education 22:4, pages 883-899.
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Elisabeth M. de Jong, Helma M.Y. Koomen, Francine C. Jellesma & Debora L. Roorda. (2018) Teacher and child perceptions of relationship quality and ethnic minority children's behavioral adjustment in upper elementary school: A cross-lagged approach. Journal of School Psychology 70, pages 27-43.
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Ridwan Maulana, Michelle Helms-Lorenz, Yulia Irnidayanti & Wim van de Grift. (2016) Autonomous Motivation in the Indonesian Classroom: Relationship with Teacher Support Through the Lens of Self-Determination Theory. The Asia-Pacific Education Researcher 25:3, pages 441-451.
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Jochem Thijs & Fenella Fleischmann. (2015) Student–teacher relationships and achievement goal orientations: Examining student perceptions in an ethnically diverse sample. Learning and Individual Differences 42, pages 53-63.
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Jochem Thijs & Lizzy Eilbracht. (2012) Teachers' perceptions of parent–teacher alliance and student–teacher relational conflict: Examining the role of ethnic differences and “disruptive” behavior. Psychology in the Schools 49:8, pages 794-808.
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Jochem Thijs, Saskia Westhof & Helma Koomen. (2012) Ethnic incongruence and the student–teacher relationship: The perspective of ethnic majority teachers. Journal of School Psychology 50:2, pages 257-273.
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