Relationships matter: linking teacher support to student engagement and achievement.

By Adena M Klem, J. Connell. Journal of School Health, 2004

2,175 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/62bae2c89bc37bcdd165c60beb721c95a8771527

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Citations in the corpus

New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “…smaller, more intimate classrooms and learning environments are often more autonomy supportive and tend to be successful in fostering positive school-related dispositions, especially for historically underserved students (Conchas & Rodriguez, 2008; Connell & Wellborn, 1991; Klem & Connell, 2004).”
Teacher support, instructional practices, student motivation, and mathematics achievement in high school (2018, background): “They also tend to have mastery goals, ask for help, use self-regulation strategies, participate in task-related interactions, and engage in learning activities (Hughes, Luo, Kwok, & Loyd, 2008; Klem & Connell, 2004; Patrick et al., 2007; Ryan & Patrick, 2001).”
Using qualitative methods to develop a survey measure of math and science engagement (2016, background): “…beliefs about engagement because these beliefs shape teachers' behaviors (i.e., teacher involvement, support, and use of autonomy-supportive practices), which have been shown to influence student engagement (Klem & Connell, 2004; Reeve, Jang, Carrell, Barch, & Jeon, 2004; Skinner & Belmont, 1993).”
School Connectedness Is an Underemphasized Parameter in Adolescent Mental Health: Results of a Community Prediction Study (2006, background): “There is a large body of literature discussing and evaluating factors that promote school connectedness (e.g., L. H. Anderman & Freeman, 2004; Blum, McNeely, & Rinchart, 2002; Furlong et al., 2003; Klem & Connell, 2004; Roeser, Eccles, & Sameroff, 2000; Wentzel, 1998).”
Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries (2010, result): “In general, studies have shown that when their teachers were more supportive and caring, students tended to have higher levels of achievement (Brown, Anfara, & Roney, 2004 ; Klem & Connell, 2004 ) and motivation (Klem & Connell, 2004 ; Marks, 2000 ).”
Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation (2016, background): “Further research has revealed that an increasing number of students feel little connection to and disengaged at school (Blum & Libbey, 2004; Klem & Connell, 2004).”
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings (2017, background): “A growing body of evidence suggests that the classroom social climate plays a significant role in what actually happens in the process of learning, and the way that the people in the classroom group think and behave (Jennings & Greenberg, 2009; Klem & Connell, 2004).”
Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students (2016, background): “Additionally, levels of adult support have a direct influence on student engagement (Klem and Connell 2004; Woolley and Bowen 2007).”
Secondary school students' engagement profiles and their relationship with academic adjustment and achievement in university (2017, background): “Previous research consistently showed positive relationships between engagement factors and learning outcomes (Klem & Connell, 2004).”
Finding the Humanity in the Data: Understanding, Measuring, and Strengthening Student Engagement (2012, neutral): “For example, engagement has been associated with student achievement (Appleton et al., 2008 ; Finn, 1993 , Furrer & Skinner, 2003 ; Klem & Connell, 2004 ) , positive classroom and school climate (Appleton et al., 2006 ; Cohen, McCabe, Michelli, & Pickeral, 2009 ; Newmann et al., 1992 ) , and…”
A Case for School Connectedness (2005, background): “Klem and Connell (2004) provide a frightening statistic in this regard, noting that By high school, as many as 40 to 60 percent of all students—urban, suburban, and rural—are chronically disengaged from school.”