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How Do Teachers Support Students’ Motivation and Learning in Their Classrooms?

16 references·16 citing·43 second hopsampled

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References

1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
1990Qualitative evaluation and research methods17,943 cited
2004School Engagement: Potential of the Concept, State of the Evidence12,540 cited
1992Classrooms: Goals, structures, and student motivation.6,461 cited
1993Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.3,427 cited
2013Handbook of Educational Psychology3,212 cited
1996Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis.2,510 cited
1987A Brief Measure of Social Support: Practical and Theoretical Implications1,977 cited
1998Social relationships and motivation in middle school: The role of parents, teachers, and peers.1,826 cited
2012Handbook of Classroom Management: Research, Practice, and Contemporary Issues1,458 cited
2002Revision of achievement goal theory: Necessary and illuminating.1,398 cited
2004Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement.1,387 cited
1970Discipline and group management in classrooms1,339 cited
2001Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?1,305 cited

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1999Achievement goals, study strategies, and exam performance: A mediational analysis.1,261 cited

1997Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory.1,177 cited

Cited by

2012Achievement Goal Theory, Conceptualization of Ability/Intelligence, and Classroom Climate194 cited
2016Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement.185 cited
2018Applying gamifications to asynchronous online discussions: A mixed methods study132 cited
2015Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition130 cited
2018Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain124 cited
2014Participation Apprehensive Students: The Influence of Face Support and Instructor–Student Rapport on Classroom Participation102 cited
2022Iranian EFL Students’ L2 Engagement: The Impact of Teacher Support and Teacher-student Rapport91 cited
2013Classroom Management: What Does Research Tell Us?90 cited
2016Processes Involving Perceived Instructional Support, Task Value, and Engagement in Graduate Education84 cited
2010Value-Added Models of Assessment: Implications for Motivation and Accountability79 cited
2016Flipped Learning in TESOL: Definitions, Approaches, and Implementation78 cited
2018Flow, Achievement Level, and Inquiry-Based Learning57 cited
2022Toward the Role of Teacher Caring and Teacher-Student Rapport in Predicting English as a Foreign Language Learners’ Willingness to Communicate in Second Language48 cited
2019Emotional Processes of Foreign-Language Learning Situated in Real-Time Teacher Support46 cited
2016Conceptualizing Essential Components of Effective High Schools39 cited
2014Trickle-Down Accountability38 cited