Students’ Relationships with Teachers as Motivational Contexts

By K. Wentzel. 2009

250 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e7eca3ee8e88687ee9b08a56ce51511979886e36

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Students’ engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education (2017, background): “Yet, students develop value for the academic goals conveyed by their teachers, when their interactions and relationships are emotionally supportive, nurturing and facilitative (Wentzel, 2009).”
STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go (2016, background): “1080/00461520701621103 Wentzel, K., & Wigfield, A. (2009). Handbook of motivation at school.”
Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures (2018, background): “…(2009) perspective on interpersonal relationships suggests that a sense of belonging is the pathway by which social support facilitates “a positive sense of self, the adoption of socially desirable goals and values, and the development of social and academic competencies” (Wentzel, 2009, p. 309).”
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, background): “Research validates the notion that all three are important in shaping motivation and engagement in the classroom (Hamre & Pianta, 2001 ; Murray & Greenberg, 2000 ; Pianta, 1999, 2006 ; Ryan & Stiller, 1991 ; Stipek, 2002b ; Wentzel, 1998, 2009 ; Wigfi eld et al., 2006 ) .”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, background): “Keywords: autonomy support, multidimensional scaling, self-determination theory, structure, teaching styles Supplemental materials: http://dx.doi.org/10.1037/edu0000293.supp Teachers play a major role in children’s engagement, learning, and development more broadly (Wentzel, 2009).”
Predictors of changes in students’ motivational resilience over the school year (2017, background): “Supportive classroom interactions include warmth (i.e., caring interpersonal interactions, as opposed to rejecting relationships; Wentzel, 2009), structure (i.”
Developmental relationships and school success: How teachers, parents, and friends affect educational outcomes and what actions students say matter most (2020, background): “Yet, when students and teachers have strong relationships, these relationships can ameliorate the oftobserved decline in motivation and have a positive impact on academic achievement (Maulana, Opdenakker, & Bosker, 2013; Wentzel, 2009; 2012).”
In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement (2017, background): “From this perspective, high quality student-teacher relationships, characterized by involvement and affection, are a foundation upon which the development of motivation and engagement depend (Eccles & Roeser, 2009; Reeve, 2012; Wentzel, 2009a; Wigfield et al., 2015).”
Engagement and Disaffection as Central to Processes of Motivational Resilience and Development (2016, background): “In recent years, however, prominent researchers reflecting on the complexity of the field have called for a period of thoughtful integration (Ford, 1992; Ford & Smith, 2009; Martin, 2012; Pintrich, 2003; Wentzel, 2009), during which researchers could jointly identify essential elements, combine cons”