Teacher and child variables as predictors of academic engagement among low‐income African American children

By C. Tucker, Rose A. Zayco, K. Herman, W. Reinke, M. Trujillo, K. Carraway, Cory E. Wallack, Phyllis D. Ivery. 2002

294 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b9d430dfc1de526d9351f900121802bbed2f619a

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Citations in the corpus

What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation (2015, background): “Finally, in one study, autonomy support, structure, and involvement each appeared to be uniquely associated with students’ autonomous motivation (Tucker et al., 2002).”
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “…Daly, Shin, Thakral, Selders, & Vera, 2009; Martin, Marsh, McInerney, Green, & Dowson, 2007; Murray, 2009; Rosenfeld, Richman, & Bowen, 2000; Ryan, Stiller, & Lynch, 1994; Tucker et al., 2002), to have higher expectations (Murray, 2009), and to be more autonomously motivated (Ryan et al., 1994).”
Promoting Teacher Efficacy for Working With Culturally Diverse Students (2005, background): “For instance, a recent study indicated that teacher involvement had a powerful and direct impact on the academic engagement of African American students (Tucker et al., 2002).”
The role of emotional engagement in lecturer-student interaction and the impact on academic outcomes of student achievement and learning (2012, methodology): “Three separate multiple regression analyses were conducted to test these pathways, with the effects of average grade and age being controlled in every step, given that these variables significantly correlated with the outcome (i.e., academic achievement) (Tucker et al., 2002).”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, background): “Likewise, previous studies found evidence that the affective dimension of social–motivational theory, teacher involvement, was a more salient predictor of students’ engagement than teacher structure and autonomy support (e.g., Skinner & Belmont, 1993; Tucker et al., 2002).”
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).”
BLACK-WHITE DIFFERENCES IN SCHOOL SUSPENSION: EFFECT OF STUDENT BELIEFS ABOUT TEACHERS (2008, background): “In addition, African American students are found to report lower academic encouragement from teachers when compared to white students (Guerra et al., 1997; Tucker et al., 2002).”
Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance (2015, background): “Based on the definition of academic motivation by Tucker et al. (2002) as “the element determining student’s investments and engagement”, it is reasonable to assume that academic motivation predicts academic performance.”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “Of the three supporting behaviors, teacher involvement seems to be the most important predictor of engagement (see Skinner & Belmont, 1993; Tucker et al., 2002).”
Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. (2010, background): “, 1977), including enhanced classroom engagement (Skinner & Belmont, 1993; Tucker et al., 2002).”
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “…engagement (β = .46**) NA ● SR higher emotional engagement (r = .48**) d = 1.09 ● TR higher behavioral engagement (β = .69**) NA ● TR higher behavioral engagement (r = .36**) d = 0.77 ● TR higher emotional engagement (β = .37**) NA ● TR higher emotional engagement (r = .43**) d = 0.95 Tucker…”