Early Adolescents' Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement.

By H. Patrick, Allison M. Ryan, Avi Kaplan. 2007

1,149 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6607fa0159a49fe48cf10dc3bf7c98cfb6eec4ab

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Coercive and Supportive Teacher Behaviour: Within- and across-Lesson Associations with the Classroom Social Climate. (2011, positive): “…1989; van Tartwijk et al., 2009) are factors that support a positive classroom social climate (Woolfolk Hoy & Weinstein, 2006; Wubbels et al., 2006) and constitute a motivational factor for students (Goodenow, 1993; Patrick et al., 2007; Ryan, 1995; Solomon, Battistich, Kim, & Watson, 1997).”
Promoting Student Engagement in the Classroom (2014, background): “Classrooms that are marked by mutual respect between students and teachers are perceived to be more supportive of the students’ success and promote students’ behavioral, cognitive, and emotional engagement (Patrick, Ryan, & Kaplan, 2007; A. M. Ryan & Patrick, 2001).”
Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School (2010, background): “Students who feel supported socially by teachers tend to exhibit a greater likelihood of complying with teachers’ expectations, which reduces the likelihood that these students will engage in distracting and deviant behaviors (Hamre & Pianta, 2001; H. Patrick et al., 2007).”
Motivation to Learn and Teacher-Student Relationship. (2016, background): “…on the effects of classroom climate indicate that the quality of teacher–student relationships is associated with young students’ academic and social competence and their academic motivation and attitudes toward learning (e.g., Patrick et al., 1997; Patrick et al., 2007; Ryan & Patrick, 2001).”
A Brief Review of Effective Teaching Practices That Maximize Student Engagement (2015, background): “…an integral role in increasing student engagement through the development of lessons, presentation of instruction, and creation of positive learning environments that promote active participation (Allen et al., 2013; Brophy, 1986; Downer et al., 2007; Fredericks et al., 2004; Patrick et al., 2007).”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, neutral): “(Continued) Author Year Students (N) p/s rpe rne rpa rna rpn rea Palsdottir et al. 2012 11,387 p .36 – – – – – Patrick et al. 2007 602 p .53 – .27 – – .28 Peisner–Feinberg et al. 2001 268 p – – .08 – – – Perry et al. 2010 285 s .28 – .17 – – .30 Pianta & Nimetz 1991 49 p .14 – – – – – Pianta et al.…”
Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics (2015, background): “For example, Patrick, Ryan, and Kaplan (2007) found that mastery goals were strongly related to self-regulation strategies used by fifth-grade students.”
Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning (2010, background): “In addition, cognitive-motivational engagement may be characterized by students showing a preference for challenging work, persisting in the face of failure, and having a more internal focus toward learning beyond the desire to just attain good grades ( Bandura, 1997 ; Fredricks et al, 2004 ; Newm”
Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance (2015, background): “In a study in which the relationship between academic performance and student engagement was examined, Patrick et al. (2007) explained the effects of these variables on academic performance.”
Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence (2019, background): “Evidence suggests that sense of belonging can play a pivotal role in students’ school engagement (Brewster & Bowen, 2004; Klem & Connell, 2004; Patrick et al., 2007; Tennant et al., 2014; Woolley & Bowen, 2007).”
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis (2015, background): “Students’ Grade Level Students’ academic context can also shape the development of self-regulated learning (Patrick et al. 2007).”