Educational Psychology, Volume 42, Issue 4 (2022)

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Educational Psychology, Volume 42, Issue 4 (2022)

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Special Issue: Individual and Contextual Determinants on Students’ Learning and Performance

Editorial

Editorial
Individual and contextual determinants of students’ learning and performance
Yi Jiang & Xiangdong Yang
Pages: 397-400
Published online: 23 May 2022
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Articles

Article
Perceived teacher support, student engagement, and academic achievement: a meta-analysis
Yang Tao, Yu Meng, Zhenya Gao & Xiangdong Yang
Pages: 401-420
Published online: 15 Feb 2022
AbstractforPerceived teacher support, student engagement, and academic achievement: a meta-analysis | Full Text | References | PDF (1.7 MB) | EPUB | Supplemental
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Article
Utility value and emotional support of teachers as predictors of student utility value and achievement
Hyewon Han, Mimi Bong, Sung-il Kim & Soon Koo Kwon
Pages: 421-438
Published online: 27 Nov 2019
AbstractforUtility value and emotional support of teachers as predictors of student utility value and achievement | Full Text | References | PDF (1.3 MB) | EPUB
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Article
The role of perceived teacher and peer relationships in adolescent students’ academic motivation and educational outcomes
Fangwen Wu, Yi Jiang, Diyue Liu, Evgenia Konorova & Xiangdong Yang
Pages: 439-458
Published online: 24 Feb 2022
AbstractforThe role of perceived teacher and peer relationships in adolescent students’ academic motivation and educational outcomes | Full Text | References | PDF (1.4 MB) | EPUB
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Article
The adolescent peer system and academic engagement
Carrie J. Furrer & Gwen C. Marchand
Pages: 459-478
Published online: 08 Jan 2020
AbstractforThe adolescent peer system and academic engagement | Full Text | References | PDF (1.3 MB) | EPUB
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Article
A longitudinal study of Pekrun’s control-value theory and the internal/external frame of reference model in predicting academic anxiety
Jing Zhang
Pages: 479-500
Published online: 06 Mar 2020
AbstractforA longitudinal study of Pekrun’s control-value theory and the internal/external frame of reference model in predicting academic anxiety | Full Text | References | PDF (1.6 MB) | EPUB
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Article
Unpacking domain-specific achievement motivation: the role of contextualising items for test-criterion correlations
Yvonne A. Michel, Ricarda Steinmayr, Anne C. Frenzel & Matthias Ziegler
Pages: 501-525
Published online: 14 Feb 2020
AbstractforUnpacking domain-specific achievement motivation: the role of contextualising items for test-criterion correlations | Full Text | References | PDF (1.8 MB) | EPUB
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