Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

By D. Roorda, S. Jak, Marjolein Zee, F. Oort, H. Koomen. 2017

480 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/99c69fb64e469f9414ce52137d2809f7c8fd3aa8

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

1. M. Fokkens-Bruinsma
2. Catherine M. Corbin
3. H. Korpershoek
4. R. M. Mesler
5. B. Martin

In Education

1. M. Fokkens-Bruinsma
2. Catherine M. Corbin
3. H. de Boer
4. H. Korpershoek
5. R. M. Mesler
6. B. Martin
7. E. Canrinus
8. Hongbiao Yin

Citations in the corpus

• The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2019, background): “(2011), the mediating effect of school engagement on the relationship between teacher– student relations and achievement was studied by (Roorda et al. 2017).”
• Teacher mindset is associated with development of students' growth mindset (2021, background): “Indeed, teachers continue to exert influence on students' academic, social, and behavioral development throughout late elementary and middle school (Roorda, Jak, Zee, Oort, & Koomen, 2017; Wang, Brink-worth, & Eccles, 2013), which highlights the importance of education contexts, and teachers…”