The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School

By Allison M. Ryan, H. Patrick. 2001

1,436 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6da9d1801a03492a1b389ea47131777b4b9092b7

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Citations in the corpus

Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, result): “…& Bowen, 2004; Davidson & Phelan, 1999; Garcia-Reid, 2007; Green, Rhodes, Hirsch, Suarez-Orozco, & Camic, 2008; Hughes & Kwok, 2007; Marks, 2000; Murdock, 1999; Murray, 2009; Patrick, Ryan, & Kaplan, 2007; Ryan & Patrick, 2001; Ryan, Stiller, & Lynch, 1994; Sharkey, You, & Schnoebelen, 2008).”
The Chinese classroom paradox: A cross-cultural comparison of teacher controlling behaviors. (2012, positive): “Many studies have found that social-emotional relatedness facilitated internalization and maintained motivation (e.g., Bao & Lam, 2008; Connell & Wellborn, 1991; Deci, La Guardia, Moller, Scheiner, & Ryan, 2006; Qin, Pomerantz, & Wang, 2009; Ryan & Patrick, 2001).”
The Effect of Teacher–Family Communication on Student Engagement: Evidence From a Randomized Field Experiment (2013, background): “A large body of evidence also highlights the important role that teachers play in molding student engagement (Battistich, Solomon, Watson, & Schaps, 1997; Furrer & Skinner, 2003; Ryan & Patrick, 2001).”
Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes (2008, background): “Although there have been studies of classroom practices related to engagement, the investigations have been related to achievement generally (Assor, Kaplan, & Roth, 2002; Skinner, Wellborn, & Connell, 1990), mathematics in middle school ( Ryan & Patrick, 2001 ), or to how teacher–student and parent–”
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “…of being connected to their classroom peers are associated with positive behavioral and motivational outcomes, including their self-efficacy (Ryan & Patrick, 2001), achievement motivation (Nelson & DeBacker, 2008; Ruzek, Hafen, Allen, Gregory, Mikami & Pianta, 2016), expectancies for…”
Support, belonging, motivation, and engagement in the college classroom: a mixed method study (2014, background): “Instructors also play a role in fostering social support by encouraging positive interactions among students in the class (Ryan and Patrick 2001).”
Promoting Student Resilience in School Contexts (2007, background): “Classroom unity-building activities help students explore their common and uncommon interests, compare their similarities and differences, and make connections with each other and build mutually caring relationships ( Ryan & Patrick, 2001 ).”
A multidimensional approach to measuring well-being in students: Application of the PERMA framework (2014, methodology): “To measure well-being as a multidimensional construct in positive education, Seligman’s (2011) PERMA model has been proposed as a framework that could suitably assess dimensions that are valued by youth (e.”
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings (2017, background): “…from their teacher, feel personally valued and able to contribute through interactions with their peers, and perceive their teacher as being committed to supporting their learning is an important precursor to students' effort, engagement, and achievement in the classroom (Ryan & Patrick, 2001).”