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Violeta Lozano Botellero, Stine M. Ekornes, Siv M. Gamlem, Wenche Torrissen & Helga Synnevåg Løvoll. (2023) Perceived teacher support in secondary education from 1980 to 2019: An integrative review. Cogent Education 10:1.
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Jing Yu. (2023) Constructing an ideal class to facilitate high learning engagement, performance, and affective commitments: a new blended learning model. Asia Pacific Journal of Education 0:0, pages 1-20.
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Chrystyna D. Kouros, Pui Ki Chow, Lai Ling Hui & Nancy Xiaonan Yu. (2023) Resilience concordance in Chinese mother–child dyads: moderating effect of depressive symptoms. Journal of Family Studies 29:3, pages 984-1001.
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Ejigu Olana & Belay Tefera. (2022) Family, teachers and peer support as predictors of school engagement among secondary school Ethiopian adolescent students. Cogent Psychology 9:1.
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Taerim Lee, Sangeun Lee, Hyeyun Ko & Sang M. Lee. (2022) Self-compassion among university students as a personal resource in the job demand-resources model. Educational Psychology 42:9, pages 1160-1179.
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Yang Tao, Yu Meng, Zhenya Gao & Xiangdong Yang. (2022) Perceived teacher support, student engagement, and academic achievement: a meta-analysis. Educational Psychology 42:4, pages 401-420.
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Ellen A. Skinner, Nicolette P. Rickert, Justin W. Vollet & Thomas A. Kindermann. (2022) The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement. Educational Psychologist 57:2, pages 87-113.
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Qing Zeng, Zhengyan Liang, Minqiang Zhang, Yuanlin Xia, Jia Li, Derong Kang, Da Yi & Jinqing Wang. (2021) Impact of Academic Support on Anxiety and Depression of Chinese Graduate Students During the COVID-19 Pandemic: Mediating Role of Academic Performance. Psychology Research and Behavior Management 14, pages 2209-2219.
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Jian Xu & Ya-Ting Huang. (2021) Effects of social support on English reading amount in Hong Kong primary schools: the mediating role of reading confidence. Educational Studies 47:6, pages 700-715.
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Art Tsang, Min Yang & Rui Yuan. (2021) The relationships between participation in intercultural activities on campus, whole-person development, and academic achievement: a mixed-methods study. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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Kelly Ka Lai Lam & Mingming Zhou. (2021) Qualitative Exploration of Chinese Students’ Perspectives on Long-Term Goal Striving. Basic and Applied Social Psychology 43:3, pages 155-168.
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Réa Ahola, Tiina Soini, Janne Pietarinen & Kirsi Pyhältö. (2021) Social support experiences by pupils in finnish secondary school. International Journal of Adolescence and Youth 26:1, pages 471-486.
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Kean Poon, Mimi S. H. Ho, Patrick C. K. Chu & Kee-Lee Chou. (2020) Transferability and sustainability of task-switching training in socioeconomically disadvantaged children: a randomized experimental study. Journal of Cognitive Psychology 32:8, pages 747-763.
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Janet Ho. (2020) Gamifying the flipped classroom: how to motivate Chinese ESL learners?. Innovation in Language Learning and Teaching 14:5, pages 421-435.
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Trude Havik & Elsa Westergård. (2020) Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement. Scandinavian Journal of Educational Research 64:4, pages 488-507.
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Jørgen Smedsrud, Anders Nordahl-Hansen, Ella Maria Idsøe, Stein Erik Ulvund, Thormod Idsøe & Ole Christian Lang-Ree. (2019) The Associations Between Math Achievement and Perceived Relationships in School Among High Intelligent Versus Average Adolescents. Scandinavian Journal of Educational Research 63:7, pages 1041-1055.
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Melchor Gutiérrez & José M. Tomás. (2019) The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement. Educational Psychology 39:6, pages 729-748.
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Beatrice Schindler Rangvid. (2018) Student engagement in inclusive classrooms. Education Economics 26:3, pages 266-284.
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Hui Li & Jennifer J. Chen. (2017) Evolution of the early childhood curriculum in China: the impact of social and cultural factors on revolution and innovation. Early Child Development and Care 187:10, pages 1471-1483.
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Larry J. Grabau & Xin Ma. (2017) Science engagement and science achievement in the context of science instruction: a multilevel analysis of U.S. students and schools. International Journal of Science Education 39:8, pages 1045-1068.
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Xiaoyi Jin, Hongsheng Liu & Lige Liu. (2017) Family education support to rural migrant children in China: evidence from Shenzhen. Eurasian Geography and Economics 58:2, pages 169-200.
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Robert Spires & JT Cox. (2016) Addressing social capital for disadvantaged youth: Youth and teacher perceptions of a youth development program in Hong Kong. Cogent Social Sciences 2:1.
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Deborah Rivas-Drake & Aixa Marchand. (2016) Academic Socialization Among Latino Families: Exploring the Compensatory Role of Cultural Processes. Research in Human Development 13:3, pages 225-240.
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Aryn M. Dotterer & Elizabeth Wehrspann. (2016) Parent involvement and academic outcomes among urban adolescents: examining the role of school engagement. Educational Psychology 36:4, pages 812-830.
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Tori A. Gutt & Ryan Randa. (2016) The influence of an empathetic adult on the relationship between bullying victimization and fear at school. Journal of Crime and Justice 39:2, pages 282-302.
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Åge Diseth & Oddrun Samdal. (2015) Classroom Achievement Goal Structure, School Engagement, and Substance Use Among 10th Grade Students in Norway. International Journal of School & Educational Psychology 3:4, pages 267-277.
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Loredana
Ruxandra Gherasim, Simona Butnaru & Cornelia Mairean. (2013) Classroom environment, achievement goals and maths performance: gender differences. Educational Studies 39:1, pages 1-12.
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