The Influence of Teacher and Peer Relationships on Students’ Classroom Engagement and Everyday Motivational Resilience
By Carrie J. Furrer, Ellen A. Skinner, J. Pitzer. Teachers College Record, 2014
316 citations recorded by the source corpus.
The quality of students’ relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement. This chapter offers teachers and researchers a motivational framework that explains how positive and negative student–teacher and student–peer relationships are sustained in the classroom, and strategies for creating solutions to improve relationships.
Subfields: Developmental and Educational Psychology, Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/dc76585ccbebf08b0973f016bad04f95aeb69d74
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In Developmental and Educational Psychology
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Citations in the corpus
- Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, background): “…in accordance with a study by Furrer and colleagues, which indicated that students have more energy and work harder when teachers monitor students’ work (i.e., when they observe what students understand and address whether there are concepts that need additional explanation) (Furrer et al., 2014).”
- “How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement (2016, background): “This continuous input of information that students collect from their interactions with the task, with teachers and colleagues in the classroom, is central to their motivational characteristics (Ahmed et al. 2013; Furrer et al. 2014) and could support the strong relationship between cognitive apprai”