Teacher-Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study.

By J. Hughes, Wen Luo, Oi-man Kwok, Linda K Loyd. Journal of Educational Psychology, 2008

715 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7bfd729248d47f9a6e3f9cd55ae750b2a4bf72c3

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In Education

Citations in the corpus

Attachment in the Classroom (2009, background): “For example, a study in Texas found that positive teacher– student relationships in first grade were linked to engagement, effort, and attention in second grade and higher test scores in third grade among low-SES children (Hughes et al. 2008).”
Engagement and Disaffection as Central to Processes of Motivational Resilience and Development (2016, background): “Longitudinal studies exploring motivational dynamics have been especially useful in uncovering such feedback effects from engagement to self-systems (e.g., Fall & Roberts 2012; Green et al., 2012; Hughes et al., 2008; Jang et al., 2012; Legault et al., 2006; Wang & Fredricks, 2013).”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “According to transactional models of development, the link between interactions and children's developmental outcomes may be the product of a sequence of reciprocal influences between teachers and children ( Hughes, Luo, Kwok, & Loyd, 2008 ).”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, background): “In this way, our findings confirm and extend evidence from previous studies (e.g., de Bruyn, 2005; Hughes et al., 2008; Kiuru et al., 2014) that students’ engagement can be seen as a central factor in explaining the association between the affective quality of teacher–student relationships and stude”
Transactional associations between classroom engagement and relations with teachers from first through fourth grade (2013, background): “A recent study by Hughes et al. (2008) found reciprocal links between teachere student relations, engagement, and achievement over three consecutive years.”
Joint trajectories of behavioral, affective, and cognitive engagement in elementary school (2017, background): “From this perspective, students who develop conflictual, distant relationships with teachers and who are perceived as disengaged by teachers would be more likely to feel disengaged (Henricsson & Rydell, 2004; Hughes et al., 2008).”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “Furthermore, engagement has been found to act as a mediator between TSRs and achievement (e.g., de Bruyn, 2005; Hughes et al., 2008; Woolley et al., 2009; ZimmerGembeck et al., 2006).”
Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, background): “For example, in a series of studies, Hughes and colleagues (Hughes & Kwok, 2006; Hughes et al., 2008; Hughes et al., 2012) have reported associations of teacher–student relationship quality with behavioral engagement that, in turn, was related to academic achievement and social adjustment.”