Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement

By D. Quin. 2017

520 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/363184b80b1c618bad9c98ec74d053f93976b09b

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In Education

Citations in the corpus

Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “Although ample studies have demonstrated that motivating teaching behaviour relates to higher student engagement (Quin 2017), most of this research has been conducted using questionnaires tapping into students’ perceptions of the teacher’s teaching style (Jang et al.”
Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method (2018, background): “Belonging uncertainty appears to be a common experience among many elementary students, particularly as they transition into classrooms with new teachers (Quin, 2016).”
Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, background): “Based on a systematic review, several studies from the US indicate that classroom interactions are an important contributor to SE (Quin, 2017).”
Facilitating student engagement through the flipped learning approach in K-12: A systematic review (2020, background): “1 Conceptual framework Student engagement, however, is influenced and impacted by a range of contextual factors, and it is crucial that these are considered when explorations of student engagement are undertaken (Appleton et al., 2008; Kahu, 2013; Quin, 2017).”
Students’ motivation and engagement in higher education: the importance of attitude to online learning (2020, background): “2008), the concept remains contested (for a systematic review of student engagement and, in turn, a critique, see Macfarlane and Tomlinson 2017; Quin 2016).”
Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just (2018, background): “Various studies showed that academic achievement and (dis) engagement relate to students' perceptions of teacher care and justice during early adolescence (e.g., Ko sir& Tement, 2014; Murray et al., 2008; Patrick et al., 2007; Quin, 2017; Wentzel, 1997).”
Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study (2020, methodology): “Whereas the vast majority of studies have examined the association between teacher–student relationship quality and student engagement cross-sectionally, fewer studies have investigated the longitudinal link between these variables (for a systematic review, see Quin 2017).”
Students’ Idiosyncratic Perceptions of Teaching Quality in Mathematics: A Result of Rater Tendency Alone or an Expression of Dyadic Effects Between Students and Teachers? (2018, background): “Even though no findings substantiating this explanation exist in the literature, prior research has at least shown that support is a highly relevant factor for students’ learning in secondary school (Quin, 2017).”
Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships (2020, background): “The importance of the STR in affecting student outcomes has been demonstrated across dozens of studies synthesized within three meta-analyses (Cornelius-White, 2007; Quin, 2016; Roorda et al., 2011).”