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Educational Studies Volume 45, 2019 - Issue 5
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Articles

The role of motivation between perceived teacher support and student engagement in science class

Yasemin TasKazim Karabekir Faculty of Education, Department of Mathematics and Science Education, Ataturk University, Erzurum, TurkeyCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3553-8711View further author information
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Münevver SubaşıFaculty of Education, Department of Mathematics and Science Education, Bartın University, Bartın, TurkeyView further author information
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Sündüs YerdelenFaculty of Education, Department of Mathematics and Science Education, Kafkas University, Kars, TurkeyORCID Iconhttps://orcid.org/0000-0002-2100-0822View further author information
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Pages 582-592 | Received 24 Oct 2017, Accepted 06 Aug 2018, Published online: 20 Aug 2018

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Read on this site (2)

Yanfei Yang, Guangzheng Li, Fenfen Song & Yuan Yuan. (2023) Teacher support and student engagement in mathematics: The chain mediating role of academic self-efficacy and achievement goal orientation. Journal of Psychology in Africa 33:5, pages 488-495.
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Mo Zhou, Xiaohong Liu & Jidong Guo. The mediating effect of self-efficacy between teacher emotional support and interaction engagement in EFL learning. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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Articles from other publishers (13)

Hoi Vo, Thi Thu Hien Hoang & Guangwei Hu. (2024) Developmental trajectories of second language learner classroom engagement: Do students’ task value beliefs and teacher emotional support matter?. System 123, pages 103325.
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Min Li. (2024) The interplay between perceived teacher support, grit, and academic engagement among Chinese EFL learners. Learning and Motivation 85, pages 101965.
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Zehra Altinay & Batuhan Bicentürk. (2023) Constructing Sustainable Learning Ecology to Overcome Burnout of Teachers: Perspective of Organizational Identity and Locus of Control. Sustainability 15:24, pages 16930.
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Majid Sadoughi & S. Yahya Hejazi. (2022) The effect of teacher support on academic engagement: The serial mediation of learning experience and motivated learning behavior. Current Psychology 42:22, pages 18858-18869.
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Majid Sadoughi & S. Yahya Hejazi. (2023) Teacher support, growth language mindset, and academic engagement: The mediating role of L2 grit. Studies in Educational Evaluation 77, pages 101251.
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Bridget V. Dever, Jessica Lathrop, Megan Turner, Dayna Younis & Craig D. Hochbein. (2022) The Mediational Effect of Achievement Goals in the Association Between Teacher–Student Relationships and Behavioral/Emotional Risk. School Mental Health 14:4, pages 880-890.
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Nuan Luo, Haodong Li, Lu Zhao, Zhunan Wu & Jian Zhang. (2021) Promoting Student Engagement in Online Learning Through Harmonious Classroom Environment. The Asia-Pacific Education Researcher 31:5, pages 541-551.
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Yanlin Zhao & Lianrui Yang. (2022) Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators. Frontiers in Psychology 13.
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Majid Sadoughi & S. Yahya Hejazi. (2022) Development and validation of Foreign Language Teacher Support Scale (FLTSS). Language Testing in Asia 12:1.
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Valentina Grazia, Consuelo Mameli & Luisa Molinari. (2020) Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?. European Journal of Psychology of Education 36:4, pages 1117-1134.
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Majid Sadoughi & S. Yahya Hejazi. (2021) Teacher support and academic engagement among EFL learners: The role of positive academic emotions. Studies in Educational Evaluation 70, pages 101060.
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Yafei Shi, Mingwen Tong & Taotao Long. (2021) Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study. Computers & Education 168, pages 104193.
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Jingying Wang, Mingyue Yang, Beibei Lv, Feixiong Zhang, Yonghe Zheng & Yihong Sun. (2020) INFLUENCING FACTORS OF 10th GRADE STUDENTS’ SCIENCE CAREER EXPECTATIONS: A STRUCTURAL EQUATION MODEL. Journal of Baltic Science Education 19:4, pages 675-686.
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