Transactional associations between classroom engagement and relations with teachers from first through fourth grade

92 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “…rea Allen & Fraser 2007 120 p .11 – .05 – – – Al–Yagon & Mikulincer 2004 205 p – – .19 −.33 −.38 – Ang 2005 266 p – – .22 −.03 −.45 – Arbeau et al. 2010 169 p .22 −.23 – – −.48 – Archambault et al. 2013 1,145 p .40 – .17 – – .40 Baker 2006 1,310 p – – .18 −.29 −.54 – Bao & Lam 2008 48 p .57 –…”
The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2019, background): “Behavioural engagement (or classroom engagement; Archambault, Pagani, and Fitzpatrick 2013; Blatchford, Bassett, and Brown 2011) represents students’ active involvement and participation in academic or extracurricular activities.”
Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “There are a few cross-lagged studies of this kind published in the field already (Archambault et al., 2013; Leflot et al., 2011; Nurmi et al., 2012, 2013; Pakarinen et al., 2014; and also Kikas et al., 2015; Kiuru et al., 2015; Skalicka et al., 2015), but there is an evident need for there to be mor”