453 related articles for article (PubMed ID: 32310988)
1. The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school.
Semeraro C; Giofrè D; Coppola G; Lucangeli D; Cassibba R
PLoS One; 2020; 15(4):e0231381. PubMed ID: 32310988
[TBL] [Abstract][Full Text] [Related]
2. Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?
Martin DP; Rimm-Kaufman SE
J Sch Psychol; 2015 Oct; 53(5):359-73. PubMed ID: 26407834
[TBL] [Abstract][Full Text] [Related]
3. Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences.
Hajovsky DB; Mason BA; McCune LA
J Sch Psychol; 2017 Aug; 63():119-133. PubMed ID: 28633935
[TBL] [Abstract][Full Text] [Related]
4. Control-value theory in the context of teaching: does teaching quality moderate relations between academic self-concept and achievement emotions?
Lazarides R; Raufelder D
Br J Educ Psychol; 2021 Mar; 91(1):127-147. PubMed ID: 32369196
[TBL] [Abstract][Full Text] [Related]
5. Relationship among school socioeconomic status, teacher-student relationship, and middle school students' academic achievement in China: Using the multilevel mediation model.
Xuan X; Xue Y; Zhang C; Luo Y; Jiang W; Qi M; Wang Y
PLoS One; 2019; 14(3):e0213783. PubMed ID: 30893361
[TBL] [Abstract][Full Text] [Related]
6. Emotions in the classroom: the role of teachers' emotional intelligence ability in predicting students' achievement.
Curci A; Lanciano T; Soleti E
Am J Psychol; 2014; 127(4):431-45. PubMed ID: 25603580
[TBL] [Abstract][Full Text] [Related]
7. Teacher Math Anxiety Relates to Adolescent Students' Math Achievement.
Ramirez G; Hooper SY; Kersting NB; Ferguson R; Yeager D
AERA Open; 2018; 4(1):. PubMed ID: 31069247
[TBL] [Abstract][Full Text] [Related]
8. The effect of student-perceived teacher support on math anxiety: chain mediation of teacher-student relationship and math self-efficacy.
Wang C; Xu Q; Fei WQ
Front Psychol; 2024; 15():1333012. PubMed ID: 38725950
[TBL] [Abstract][Full Text] [Related]
9. Relations between third grade teachers' depressive symptoms and their feedback to students, with implications for student mathematics achievement.
McLean L; Connor CM
Sch Psychol Q; 2018 Jun; 33(2):272-282. PubMed ID: 28857586
[TBL] [Abstract][Full Text] [Related]
10. The association between student socioeconomic status and student-teacher relationships on math achievement.
Olsen AA; Huang FL
Sch Psychol; 2021 Nov; 36(6):464-474. PubMed ID: 34423995
[TBL] [Abstract][Full Text] [Related]
11. Comparing teacher and student perspectives on the interplay of cognitive and motivational-affective student characteristics.
Huber SA; Seidel T
PLoS One; 2018; 13(8):e0200609. PubMed ID: 30110330
[TBL] [Abstract][Full Text] [Related]
12. Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents' math motivation.
Umarji O; Dicke AL; Safavian N; Karabenick SA; Eccles JS
J Sch Psychol; 2021 Feb; 84():32-48. PubMed ID: 33581769
[TBL] [Abstract][Full Text] [Related]
13. Teacher-Student Interaction and Chinese Students' Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions.
Lin W; Yin H; Han J; Han J
Int J Environ Res Public Health; 2020 Jul; 17(13):. PubMed ID: 32630336
[TBL] [Abstract][Full Text] [Related]
14. Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement.
Hughes JN; Cao Q
J Sch Psychol; 2018 Apr; 67():148-162. PubMed ID: 29571530
[TBL] [Abstract][Full Text] [Related]
15. Children's sleep problems are associated with poorer student-teacher relationship quality.
Holdaway AS; Becker SP
Sleep Med; 2018 Jul; 47():100-105. PubMed ID: 29783160
[TBL] [Abstract][Full Text] [Related]
16. Ability self-concepts and parental support may protect adolescents when they experience low support from their math teachers.
Lee G; Simpkins SD
J Adolesc; 2021 Apr; 88():48-57. PubMed ID: 33610910
[TBL] [Abstract][Full Text] [Related]
17. Which is more predictive: Domain- or task-specific self-efficacy in teaching and outcomes?
Lu H; Chen X; Qi C
Br J Educ Psychol; 2023 Mar; 93(1):283-298. PubMed ID: 36196764
[TBL] [Abstract][Full Text] [Related]
18. Understanding the importance of teachers in facilitating student success: Contemporary science, practice, and policy.
Jimerson SR; Haddock AD
Sch Psychol Q; 2015 Dec; 30(4):488-493. PubMed ID: 26641958
[TBL] [Abstract][Full Text] [Related]
19. Adolescent-perceived parent and teacher overestimation of mathematics ability: Developmental implications for students' mathematics task values.
Gniewosz B; Watt HMG
Dev Psychol; 2017 Jul; 53(7):1371-1383. PubMed ID: 28530438
[TBL] [Abstract][Full Text] [Related]
20. Threats and Supports to Female Students' Math Beliefs and Achievement.
McKellar SE; Marchand AD; Diemer MA; Malanchuk O; Eccles JS
J Res Adolesc; 2019 Jun; 29(2):449-465. PubMed ID: 29570890
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
