Students' Perceptions of Teacher Support Across the Transition from Primary to Secondary School

By E. Bru, T. Stornes, E. Munthe, Elin Thuen. 2010

113 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8c94967568b8836d26881baa6bc0e14bab76ac42

How researchers see this paper

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

In Developmental and Educational Psychology

1. Trude Havik
2. Sigrun K. Ertesvåg
3. O. Samdal
4. Elsa Westergård
5. Å. Diseth
6. E. Bru
7. B. Fraser
8. Ø. Martinsen

In Education

1. D. Deieso
2. Trude Havik
3. Sigrun K. Ertesvåg
4. E. Bru
5. Elsa Westergård
6. Å. Diseth
7. O. Samdal
8. B. Fraser

Citations in the corpus

• Learning environment, attitudes and anxiety across the transition from primary to secondary school mathematics (2019, background): “Bru et al. (2010) cite several studies undertaken in Norway that show that elementary-school children have more positive perceptions of their learning environments than their secondaryschool counterparts.”
• School factors associated with school refusal- and truancy-related reasons for school non-attendance (2015, background): “Previous research indicates that students’ perception of teacher support becomes increasingly negative from primary to secondary school (Bru et al. 2010; Furman and Buhrmester 1992; Malecki and Demaray 2002; Bokhorst et al. 2009).”
• Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, methodology): “Teachers’ emotional support is of particular importance in lower secondary school because students’ perceptions of teacher support decrease from primary to secondary school (e.g., Bokhorst et al., 2010; Bru et al., 2010; Malecki & Demaray, 2002).”
• Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school (2014, background): “Whereas the current findings are in contrast to a decline in motivation in the transition from lower to upper secondary school found in some previous research (Barber and Olsen 2004; Bong 2001; Bru et al. 2010), the findings are in accordance with the above-mentioned cross-sectional study by Gillet ”