Teacher Support, Motivation, Learning Strategy Use, and Achievement: A Multilevel Mediation Model

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The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, methodology): “…the paths from mediating variables to resulting variables had empirical support that self-efficacy (e.g. Pajares et al., 2000) and learning strategy (e.g. Bonney et al., 2008; Camahalan, 2006; Chen et al., 2015; Fadlelmula et al., 2015; Yıldırım, 2012) are closely related to learning outcomes.”
Social Support and Classroom Management Are Related to Secondary Students’ General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings (2018, background): “In contrast, social support appeared to be less important for student achievement in secondary school (Kunter et al., 2013; Scherer et al., 2016; Wagner et al., 2016; Yildirim, 2012).”
Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses (2013, background): “Skaalvik, 2004) and that intrinsic motivation is positively related to effort, help-seeking behavior, and performance and negatively related to state anxiety (e.g., Cecchini et al., 2001; Marchand & Skinner, 2007; S. Skaalvik & E. Skaalvik, 2004; Yildirim, 2012).”