Sense of Relatedness as a Factor in Children's Academic Engagement and Performance.

By Carrie J. Furrer, Ellen A. Skinner. 2003

2,684 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8c77eb87f9522c50c5abc3e3af2fc35ec6377ec6

How researchers see this paper

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

In Clinical Psychology

In Education

Citations in the corpus

Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, neutral): “…engagement, and adjustment (e.g., Anderman, 1999 ; Battistich, Solomon, Kim, Watson, & Schnaps, 1995 ; Booker, 2006 ; Eccles & Midgley, 1989 ; Furrer & Skinner, 2003 ; Goodenow, 1993 ; Kuperminc, Blatt, Shahar, Henrich, & Leadbetter, 2004 ; Lynch & Cicchetti, 1992, 1997 ; Roeser, Midgley, &…”
The Influence of Teacher and Peer Relationships on Students’ Classroom Engagement and Everyday Motivational Resilience (2014, background): “Warm interactions with classroom peers create a climate of comfort and help meet students’ need for relatedness (Ciani, Middleton, Summers, & Sheldon, 2010; Furrer & Skinner, 2003; Martin & Dowson, 2009).”
Parental Influences on the Academic Motivation of Gifted Students: A Self-Determination Theory Perspective (2010, positive): “From the SDT perspective, the presence of a disconnect between school and the home would likely detract from a child’s feelings of relatedness (Furrer & Skinner, 2003).”
Multiple Contexts of School Engagement: Moving Toward a Unifying Framework for Educational Research and Practice (2003, background): “Researchers note that students with positive school linkages have increased academic achievement (Furrer & Skinner, 2003) and All authors are affiliated with the Center for School-Based Youth Development, University of California Santa Barbara, Gevirtz Graduate School of Education (GGSE), Santa…”
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, background): “When students experience meaningful student-student and student-teacher relationships, they are more likely to experience high value (Furrer & Skinner, 2003 ; Walton & Cohen, 2007 ).”
The Relations of Temperamental Effortful Control and Anger/Frustration to Chinese Children's Academic Achievement and Social Adjustment: A Longitudinal Study (2010, background): “Moreover, children with better social relationships at school might have higher motivation in schoolwork and thus perform better academically (Furrer & Skinner, 2003).”
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, neutral): “…& Patrick, 2001), achievement motivation (Nelson & DeBacker, 2008; Ruzek, Hafen, Allen, Gregory, Mikami & Pianta, 2016), expectancies for success (Goodenow, 1993), engagement (Furrer & Skinner, 2003; Shernoff, Ruzek, & Sinha, 2016), and school interest (Wentzel, Battle, Russell, & Looney, 2010).”
Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson (2016, background): “Students are engaged in a lesson when they listen to the teacher, enjoy doing the exercises, show effort and persistence, or answer the teacher’s questions (Furrer and Skinner 2003; Reeve et al. 2004).”
Daily Autonomy Supporting or Thwarting and Students’ Motivation and Engagement in the High School Science Classroom (2017, methodology): “…in science class was assessed with 20 items we adapted for our use in a daily diary design from the Engagement versus Disaffection with Learning Student Report (Furrer & Skinner, 2003; Skinner & Belmont, 1993; Skinner et al., 2009) and the Metacognitive Strategies Questionnaire (Wolters, 2004).”
The Longitudinal Relationship Between School Belonging and Subjective Well-Being in School Among Elementary School Students (2015, background): “…that perceiving a sense of belonging or connectedness with one’s school is related to academic motivation (Anderman and Anderman 1999; Anderman 2003; Furrer and Skinner 2003; Goodenow and Grady 1993), more frequent positive emotions in school (Anderman 1999; Battistich et al. 1995; Roeser et al.…”
Synchronous and Asynchronous Discussions: Effects on Cooperation, Belonging, and Affect (2018, methodology): “85) consisted of six items (“I felt accepted by my group members”) and was adapted from Furrer and Skinner’s (2003) measure.”
Transactional associations between classroom engagement and relations with teachers from first through fourth grade (2013, background): “As reported previously, when students develop a warm and close connection with their teacher, they are more inclined to subsequently respond positively to curricular expectations and demands (Brophy, 1983; Furrer & Skinner, 2003).”
Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, background): “In longitudinal studies, children’s reports of relatedness in the classroom and security with teachers are associated with changes in engagement over a number of years (Furrer & Skinner, 2003; Tucker et al., 2002).”
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive (2009, neutral): “…can build lessons around students’ interests (Schraw & Lehman, 2001), autonomy (Reeve & Jang, 2006), competence (Ryan & Grolnick, 1986), relatedness (Furrer & Skinner, 2003), preferences (Halusic & Reeve, 2009), sense of challenge (Clifford, 1990), intrinsic goals (Vansteenkiste, Lens, & Deci,…”