How Teachers Establish Psychological Environments During the First Days of School: Associations With Avoidance in Mathematics.

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Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson (2016, background): “Patrick et al. (2003) suggested that the quality of the initial social climate between teachers and students, which is characterized by mutual respect, teacher support, and mastery goals, sets the tone for the subsequent social climate.”
Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences (2011, background): “…Union (e.g., Bologna Process, 2010; Boyle et al., 2009) have been an important conversations about what we teach our students, how we teach in order to engage and motivate students has been shown to be as important as choice of content (Bransford et al., 2000; Patrick et al., 2003; Brophy, 2004).”
Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study (2016, background): “Treating students with respect and fairness is a recurring theme in the literature on teacher support and engagement (Brewster & Bowen, 2004; Patrick et al., 2003).”
Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction (2008, background): “This type of enthusiastic instructional behaviour seems to foster active learning and student engagement (Patrick et al., 2003; Turner et al., 2002).”