Differential Relations of Constructivist and Didactic Instruction to Students' Cognition, Motivation, and Achievement.

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Factors related to pedagogical beliefs of teachers and technology integration (2011, background): “According to Niederhauser and Perkmen (2010), social outcome expectation played a central role in whether teachers chose to integrate technology into their instructional practices.”
Authentic Problem Solving and Learning in the 21st Century (2015, background): “Second, the correlational and cross-sectional design of our study does not allow for causal understandings and is likely to lead to an underestimation of the task effects on students’ dispositional outcomes (Nie and Lau 2010; Rowan et al. 2002).”
Effects of Perceived Teacher Practices on Latino High School Students’ Interest, Self-Efficacy, and Achievement in Mathematics (2014, background): “According to Perez (2000), caring teachers encourage students’ identification with school and engagement in learning. For example, Davidson and Phelan (1999) found that urban students who believed their teacher cared about them were more willing to work toward academic goals.”