Students' relationship quality in class: Exploring latent profiles, latent transitions and links to student motivation [0.03%]
学生课堂关系质量：探索潜在属性、转变及与学习动机的关系
Juliane Schlesier,Ramona Obermeier,Michaela Gläser-Zikuda
Juliane Schlesier
Background: Early secondary school students' perceptions of their social relationships in class are closely linked to their levels of motivation. However, person-centred research examining patterns of social relationships...
Kathryn R Wentzel
Kathryn R Wentzel
Background: Relationships and interactions with peers have been related consistently to a range of motivational outcomes at school. This collection of papers has important implications for and raises interesting questions...
The role of academic self-concepts, parent expectations and teacher-student interactions in socio-economic gaps in educational attainment [0.03%]
学术自我认知、父母期望以及师生互动在教育成就中的社会经济差距的作用分析
Caoimhe Dempsey,Selina McCoy
Caoimhe Dempsey
Background: Low socio-economic status (SES) is a persistent risk factor for educational attainment. Parent expectations and student's academic self-concepts contribute to this link; however, few studies have examined how ...
Developmental trajectories and the longitudinal associations of emotional resilience and test anxiety: A prospective study in high school students [0.03%]
高中生情绪复原力和考试焦虑的发展轨迹及纵向相关性：一项前瞻性研究
Hengchang Huang,Zhijun Cheng,Bingxin Cai et al.
Hengchang Huang et al.
Background: Test anxiety is known to be negatively associated with emotional resilience. However, some studies suggest that emotional resilience helps adolescents manage test anxiety, while others argue that test anxiety ...
The reciprocal dynamics of peer relationships and motivation: A commentary on the special issue [0.03%]
同伴关系与动机的相互作用机制——关于特刊的评论文章
Jessica E Kilday,Allison M Ryan
Jessica E Kilday
Background: Boosting student motivation is an important goal, as it fuels effective learning and collaboration in school. Motivation develops through both personal beliefs and environmental influences. While peers make up...
Longitudinal trajectories of parent-teacher communication during elementary school: Investigating child academic skills, school enjoyment and self-perceived ability [0.03%]
小学期间家长与教师沟通的纵向轨迹：考察儿童学业技能、学校乐趣和自我感知能力的影响
Maggie Roy,Catherine Julien,Jasmine Gobeil-Bourdeau et al.
Maggie Roy et al.
Background: Parent-teacher communication is key to children's school functioning. It can help teachers adjust their educational practices and interactions with students and increase parent involvement at school. ...
Fostering social-emotional competence in early childhood: EmoCog Play Integration Programme [0.03%]
幼儿情感教育：情商与认知游戏整合课程
Mengyan Fang,Runke Huang,Chenyi Zhang
Mengyan Fang
Background: Developing social-emotional competence and executive function is essential to children's long-term success. While their interconnection is well-established, limited evidence exists on interventions that system...
Teacher motivation and teaching quality: Situation-specific and process-oriented perspectives [0.03%]
教师动机与教学品质：情境特定及过程导向之观点
Rebecca Lazarides,Markus Dresel
Rebecca Lazarides
Background and aims: Teacher motivation is key to high-quality instruction and positive student outcomes. While its links to teaching and student development are indicated by a series of studies, less is known about the s...
Mitigating the seductive details effect by topic and irrelevance signals [0.03%]
利用主题信号和无关信号缓解诱人的细节效应
Lukas Wesenberg,Felix Krieglstein,Sebastian Jansen et al.
Lukas Wesenberg et al.
Background: Seductive details (interesting digressions in learning materials) are often integrated into learning units to make them more appealing to learners. However, studies indicate that this tends to overload student...
Longitudinal effects of peer support and classroom justice on academic engagement and disaffection among Chinese adolescents: A mediation and multigroup analysis [0.03%]
同伴支持和课堂正义对中国青少年学业投入与排斥的追踪效应：中介作用及多组别分析
Qi Gao,Yukai Zhou,Libin Zhang et al.
Qi Gao et al.
Background: The impacts of classroom climate on students' academic engagement and disaffection have been well documented. However, previous research has focused primarily on teacher-led instructional time; the impacts of ...