https://orcid.org/0000-0003-0534-1034
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Christopher Mensah, Mawufemor A. Kugbonu, Melody E. Appietu, Gifty A. Nti & Mavis Adjoa Forson. (2024) Social support, computer self-efficacy, online learning engagement and satisfaction among undergraduate hospitality students. Cogent Education 11:1.
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Xiuni Xu, Zhen Wu & Dongpo Wei. (2024) Perceived teacher support and student engagement: The chain mediating effect of basic psychological needs satisfaction and learning drive. Journal of Psychology in Africa 34:1, pages 73-79.
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John Ranellucci & Joshua M. Rosenberg. (2024) Students’ interest, engagement, and achievement in online high school science courses. Educational Psychology 44:1, pages 1-19.
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Emma Carter, Pui Ki Patricia Kwok, Lydie Shima & Nidhi Singal. (2023) ‘A good teacher should…’: exploring student perceptions of teaching quality in Rwandan secondary education. International Journal of Adolescence and Youth 28:1.
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Martina S. Jordan, Stefan Wagnsson & Henrik Gustafsson. (2023) Using motivational interviewing to promote teacher efficacy, autonomy-supportive teaching and students’ academic motivation. Cogent Education 10:2.
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YunHee Jung, Sun Ah Lim & Lingyu Fan. (2023) Teacher’s factors affecting students’ math class engagement: the mediating effect of math self-efficacy. Educational Psychology 43:8, pages 929-946.
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Caroline Cobb, Jianling Xie, Katarzyna Gallo, Marlon Boyd, Margaret Wilkins, Madison Wadsworth & Lucy Brake. (2023) Protective Factors Contributing to Academic Resilience in College Students During COVID-19. American Journal of Distance Education 0:0, pages 1-12.
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Yi Jiang & Xiangdong Yang. (2022) Individual and contextual determinants of students’ learning and performance. Educational Psychology 42:4, pages 397-400.
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Rebecca J. Collie. Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology 0:0, pages 1-19.
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Aprile D. Benner, Madeline K. Harrington, Carmen Kealy & Chidozie E. Nwafor. (2024)
The
COVID
‐19 pandemic and adolescents' and young adults' experiences at school: A systematic narrative review
. Journal of Research on Adolescence.
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Javier Borja‐Gil, Mario Castellanos Verdugo & M. Ángeles Oviedo‐García. (2024) Engagement and commitment in higher education: Looking at the role of identification and perception of performance. European Journal of Education.
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Imdadullah Hidayat-Ur-Rehman. (2024) Digital competence and students’ engagement: a comprehensive analysis of smartphone utilization, perceived autonomy and formal digital learning as mediators. Interactive Technology and Smart Education.
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Nazmi Dinçer & Gökhan Demirdöken. 2024. Transforming Education With Generative AI. Transforming Education With Generative AI
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Denes Szucs & Irene C Mammarella. (2024) A biopsychological–social view of mathematical development. Current Opinion in Behavioral Sciences 55, pages 101332.
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Bradford J. Lee, Hayo Reinders & Euan Bonner. (2024) Monitoring Engagement in the Foreign Language Classroom: Learners’ Perspectives. Languages 9:2, pages 53.
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Lorea Azpiazu, Iratxe Antonio-Aguirre, Iker Izar-de-la-Funte & Oihane Fernández-Lasarte. (2024) School adjustment in adolescence explained by social support, resilience and positive affect. European Journal of Psychology of Education.
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Lin Tang & Xiaojing Zhu. (2024) Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students. Frontiers in Psychology 14.
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Weiqin Wang, Lu Han, Qingjiao Lu, Xingjun Lv, Yu Liu & Dongxuan Wang. (2024) Research on the impact of the socio-educational environment on the academic performance of college students: the mediating role of study motivation. Frontiers in Psychology 14.
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Nicolette P. Rickert & Ellen A. Skinner. (2023) Parent and teacher involvement and adolescent academic engagement: Unique, mediated, and transactional effects. International Journal of Behavioral Development 48:1, pages 71-84.
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Yan Gan & Juan Peng. (2024) Effects of teacher support on math engagement among Chinese college students: A mediated moderation model of math self-efficacy and intrinsic value. Children and Youth Services Review 156, pages 107369.
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Maria V. Lunkina, Tamara O. Gordeeva, Elena G. Diryugina & Diana V. Pshenichnyuk. (2023) Teaching Quality as Predictor of Student Engagement, Well-Being and Performance. RUDN Journal of Psychology and Pedagogics 20:3, pages 628-649.
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Kristen E. Raine, Melanie J. Zimmer-Gembeck & Ellen A. Skinner. (2023) The role of coping in processes of resilience: The sample case of academic coping during late childhood and early adolescence. Development and Psychopathology 35:5, pages 2499-2515.
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Maren Stabel Tvedt & Edvin Bru. (2023) Completion of upper secondary education: Predictions of the psychosocial learning environment and academic achievement. Learning and Instruction 88, pages 101824.
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Xiaojing Li, Weitong Liu & Ke Hu. (2023) Learning motivation and environmental support: how first-generation college students achieve success?. Frontiers in Psychology 14.
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Jiangping Chen, Chin-Hsi Lin & Gaowei Chen. (2023) Adolescents’ self-regulated and affective learning, teacher support and digital reading literacy: A multilevel latent profile approach. Computers & Education 205, pages 104883.
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Seth A. Parsons, Samantha T. Ives, R. Stacy Fields, Bonnie Barksdale, Jonathan Marine & Paul Rogers. (2023) The Writing Engagement Scale: A Formative Assessment Tool. The Reading Teacher 77:3, pages 278-289.
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Niyazi ÖZER, Hatice OKUMUŞ & Güven YILDIRIM. (2023) Öğretmene Güven ve Algılanan Öğretmen Desteği: Ortaokul ve Lise Öğrencileri Üzerine Bir AraştırmaTrust in Teachers and Perceived Teacher Support: A Research on Middle and High School Students. SDU International Journal of Educational Studies 10:2, pages 74-87.
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Zeynep ÇAKMAK GÜREL. (2023) Adaptive and Affective Support of Mathematics Teachers from the Perspective of Secondary School StudentsOrtaokul Öğrencilerinin Bakış Açısından Matematik Öğretmenlerinin Uyarlamalı ve Duyuşsal Desteği. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 17:Özel Sayı, pages 695-719.
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Jia Miao & Li Ma. (2023) Teacher Autonomy Support Influence on Online Learning Engagement: The Mediating Roles of Self-Efficacy and Self-Regulated Learning. SAGE Open 13:4.
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Fuhai An, Jingyi Yu & Linjin Xi. (2022) Relations between perceived teacher support and academic achievement: positive emotions and learning engagement as mediators. Current Psychology 42:30, pages 26672-26682.
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Lianne Aarntzen, Marlon Nieuwenhuis, Maaike D. Endedijk, Ruth van Veelen & Saskia M. Kelders. (2023) STEM Students’ Academic Well-Being at University before and during Later Stages of the COVID-19 Pandemic: A Cross-Sectional Cohort and Longitudinal Study. Sustainability 15:19, pages 14267.
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Pierre Cheyroux, Alexandre J.S. Morin, Philippe Colombat & Nicolas Gillet. (2023) Predictors and outcomes of nursing students' engagement trajectories at the beginning of their program. Journal of Vocational Behavior 145, pages 103917.
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Abdellatif Sellami, Malavika E. Santhosh, Nitha Siby, Jolly Bhadra & Zubair Ahmad. (2023) High School Students’ Perceptions of the Role of Social Support in Cultivating Their Interests in and Aspirations to STEM Degrees and Careers—A Middle Eastern Case Study. Sustainability 15:17, pages 12960.
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Liang Huang & Dongsheng Wang. (2023) Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning. Behavioral Sciences 13:9, pages 704.
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Jasmin Decristan, Nina C. Jansen & Benjamin Fauth. (2023) Student participation in whole-class discourse: individual conditions and consequences for student learning in primary and secondary school. Learning and Instruction 86, pages 101748.
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Heiko Schmengler, Margot Peeters, Gonneke W. J. M. Stevens, Catharina A. Hartman, Albertine J. Oldehinkel & Wilma A. M. Vollebergh. (2023) ADHD Symptoms and Educational Level in Adolescents: The Role of the Family, Teachers, and Peers. Research on Child and Adolescent Psychopathology 51:7, pages 1051-1066.
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Merve ERGÜNEY & Nagihan TEPE. (2023) ÜNİVERSİTE ÖĞRENCİLERİNİN İLETİŞİM BECERİLERİ İLE ÖĞRENCİ BAĞLILIĞI ARASINDAKİ İLİŞKİNİN İNCELENMESİEXAMINING THE RELATIONSHIP BETWEEN UNIVERSITY STUDENTS' COMMUNICATION SKILLS AND STUDENTS’ ENGAGEMENT. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi:33, pages 163-181.
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Fiia Söderholm, Jaana Viljaranta, Heta Tuominen, Kristiina Lappalainen & Leena Holopainen. (2023) Student engagement profiles and the role of support in general upper secondary education. Learning and Individual Differences 104, pages 102289.
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Qi Guo, Shamsulariffin Samsudin, Xiaoming Yang, Jianxin Gao, Mohd Aswad Ramlan, Borhannudin Abdullah & Noor Hamzani Farizan. (2023) Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review. Sustainability 15:7, pages 6039.
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Matthew E. Lemberger-Truelove, Citlali E. Molina, Kira J. Carbonneau & Megan J. Smith. (2023) Coregulation Effects of a School Counselor Consultation Intervention on Middle School Teacher–Student Relationships, Curiosity, and Teacher Stress. Professional School Counseling 27:1a, pages 2156759X2311533.
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Yuanyuan Zuo. (2023) Teacher Support and Chinese EFL Students’ Intention to Continue Online Learning: The Mediating Role of Negative Emotions. Modern English Education 24:1, pages 238-252.
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Debbie De Neve, Michael V. Bronstein, An Leroy, Alex Truyts & Jonas Everaert. (2022) Emotion Regulation in the Classroom: A Network Approach to Model Relations among Emotion Regulation Difficulties, Engagement to Learn, and Relationships with Peers and Teachers. Journal of Youth and Adolescence 52:2, pages 273-286.
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Maël Virat. (2023) Quelle forme d’amour entre les enseignants et les élèves ?. Administration & Éducation N° 176:4, pages 121-126.
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Erkan GÖKTAŞ & Metin KAYA. (2023) The Effects of Teacher Relationships on Student Academic Achievement: A Second Order Meta-Analysis. Participatory Educational Research 10:1, pages 275-289.
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天然 李. (2023) Effects of Perceived Teacher Support on Eng-lish Majors’ Writing Engagement in Thesis Writing. Advances in Psychology 13:11, pages 5413-5421.
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Xiaodan Ren, Bin Jing, Hongxia Li & Changcheng Wu. (2022) The impact of perceived teacher support on Chinese junior high school students’ academic self-efficacy: The mediating roles of achievement goals and academic emotions. Frontiers in Psychology 13.
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Yan Ma & Changwu Wei. (2022) The relationship between perceived classroom climate and academic performance among English-major teacher education students in Guangxi, China: The mediating role of student engagement. Frontiers in Psychology 13.
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Di Ye, Suping Sun & Dongmei Zhao. (2022) EFL Students’ L2 Achievement: The Role of Teachers’ Organizational Commitment and Loving Pedagogy. Frontiers in Psychology 13.
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Ming Li, Brett D. Jones, Thomas O. Williams & Yingjian Guo. (2022) Chinese Students’ Perceptions of the Motivational Climate in College English Courses: Relationships Between Course Perceptions, Engagement, and Achievement. Frontiers in Psychology 13.
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