In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement
By Justin William Vollet, Thomas Kindermann, Ellen A. Skinner. 2017
164 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/e062cc7d5cad8cb9fffef6f3cb0ac690baf21839
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Thomas K. F. Chiu
- George G Bear
- Ching Sing Chai
- Chunyan Yang
- T. Farmer
- Henry May
- Jill V. Hamm
- R. Ingersoll
Citations in the corpus
- Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management (2019, background): “Teachers’ instructional and classroom management practices contribute to students’ peer affiliations and their perceptions and experiences within the peer culture (Hamm, Farmer, Lambert, & Gravelle, 2014; Vollet et al., 2017; Wentzel, Muenks, McNeish, & Russell, 2017).”
- Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic (2021, background): “These results are consistent with related studies conducted in face-to-face settings (Lietaert et al., 2015; Sierens et al., 2009; Vansteenkiste et al., 2009; Vollet et al., 2017).”
- Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools (2018, background): “Developmentally, young adolescents are testing their fledgling independence from parents by reaching out for closer connections to adults outside the home, like teachers (Vollet et al. 2017).”
- Digital support for student engagement in blended learning based on self-determination theory (2021, methodology): “In schools, teachers can support student engagement by satisfying their need for autonomy, relatedness, and competence in classrooms and virtual learning environments (Bedenlier et al., 2020; Chiu 2021a, 2021b; Lietaert et al., 2015; Vansteenkiste et al., 2009; Vollet et al., 2017).”
- A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education (2022, background): “They will provide students with emotional support (e.g., caring, acceptance, and assistance) (Vollet et al., 2017).”