Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

By Marie-Christine J. L. Opdenakker, Ridwan Maulana, P. D. den Brok. 2012

205 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/957120e17d98ea662dab3334752b2358b62d4dfb

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation (2015, background): “The decline in early adolescents’ motivation has been shown to be particularly induced by declines in (elements of) autonomous motivation (Corpus, McClintic-Gilbert, & Hayenga, 2009; Gottfried et al., 2001; Opdenakker et al., 2012; Otis, Grouzet, & Pelletier, 2005).”
Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? (2018, background): “involvement was found to increase students’ feelings of relatedness, which in turn had a substantial impact on motivation and academic engagement (Opdenakker et al., 2012; Pavey, Greitemeyer, & Sparks, 2011; Stroet, Opdenakker, & Minnaert, 2013).”
Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: a Rasch modelling approach (2015, unknown): “…behaviours for students’ learning and outcomes (Beishuizen et al., 2001; De Jong & Westerhof, 2001; Den Brok et al., 2004; Maulana et al., 2011, 2012; Opdenakker et al., 2012; Van de Grift, 2007), the present study confirms that perceptions of teachers’ teaching behaviour is a significant…”
Teachers' instructional behaviors as important predictors of academic motivation: Changes and links across the school (2016, background): “…a decline in the quality of teaching behavior (Brekelmans, 1989; Mainhard et al., 2011; Maulana et al., 2010, 2013b, 2013a) and academic motivation (Opdenakker et al., 2012) across the school year, we expect that students' perceptions of teachers' instructional behavior (i.e., clarity of…”
The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, methodology): “Student-perceived teacher–student relationship significantly correlates with students’ self-efficacy beliefs (Opdenakker et al., 2012; Yıldırım, 2012).”