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Teacher–child interactions: relations with children's self‐concept in second grade
16 references·11 citing·38 second hop
Teacher–child interactions: relations with children's self‐concept in second grade (2010)Teacher–child interactions: relations wit…Principles and Practice of Structural Equation Modeling (2012)Principles and Practice of St…Sense of relatedness as a factor in children's academic engagement and performance. (2003)Sense of relatedness as a fac…Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve (2002)Changes in Children’s Self-Co…Social relationships and motivation in middle school: The role of parents, teachers, and peers. (1998)Social relationships and moti…The teacher-child relationship and children's early school adjustment (1997)The teacher-child relationshi…Testing Structural Equation Models. (1994)Testing Structural Equation M…Facilitating Internalization: The Self‐Determination Theory Perspective (1994)Facilitating Internalization:…Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. (1993)Motivation in the classroom: …Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School (1993)Age and Gender Differences in…Scale Development : Theory and Applications (1991)Scale Development : Theory an…Comparative fit indexes in structural models. (1990)Comparative fit indexes in st…Attachment in the preschool years: Theory, research, and intervention. (1990)Attachment in the preschool y…At the Threshold: The Developing Adolescent (1990)At the Threshold: The Develop…Attachment and Loss. Vol. 1. Attachment (1972)Attachment and Loss. Vol. 1. …The antecedents of self-esteem (1965)The antecedents of self-esteemMind, Self, and Society from the Standpoint of a Social Behaviorist. (1935)Mind, Self, and Society from …Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes? (2020)Profiles of teachers’ need-su…Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions (2020)Need-supportive teaching and …The psychological and social impact of self‐advocacy group membership on people with intellectual disabilities: A literature review (2019)The psychological and social …Teachers’ job stressors and coping strategies: Their structural relationships with emotional exhaustion and autonomy support (2019)Teachers’ job stressors and c…Two Crucial Years of Science and Technology Schooling: A Longitudinal Study of the Major Influences on and Interactions Between Self-Concept, Interest, and the Intention to Pursue S&T (2018)Two Crucial Years of Science …Use of Praise and Reprimands as Critical Ingredients of Teacher Behavior Management: Effects on Children’s Development in the Context of a Teacher-Mediated Classroom Intervention (2016)Use of Praise and Reprimands …The combined effects of teacher-child and peer relationships on children's social-emotional adjustment (2016)The combined effects of teach…Student–teacher relationships and student self-concept: Relations with teacher and student gender (2016)Student–teacher relationships…The Role of Academic Self-Efficacy, Academic Motivation and Academic Self-Concept in Predicting Secondary School Students’ Academic Performance (2013)The Role of Academic Self-Eff…Children's Social Self-Concept and Internalizing Problems: The Influence of Peers and Teachers (2013)Children's Social Self-Concep…Predicting children's academic achievement after the transition to first grade: A two-year longitudinal study (2011)Predicting children's academi…The Standard Edition of the Complete Psychological Works of Sigmund Freud (1953)A Theory of Cognitive Dissonance (1957)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Motivation and Education: The Self-Determination Perspective (1991)Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation (1997)Facilitating optimal motivation and psychological well-being across life's domains. 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References

  • 2012Principles and Practice of Structural Equation Modeling38,893 cited
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  • 1991Scale Development : Theory and Applications15,552 cited
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  • 1972Attachment and Loss. Vol. 1. Attachment8,446 cited
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  • 2002Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve

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1,800 cited
  • 1993Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School1,651 cited
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    • 2019Teachers’ job stressors and coping strategies: Their structural relationships with emotional exhaustion and autonomy support95 cited
    • 2016The combined effects of teacher-child and peer relationships on children's social-emotional adjustment92 cited
    • 2020Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes?85 cited
    • 2013Children's Social Self-Concept and Internalizing Problems: The Influence of Peers and Teachers79 cited
    • 2016Student–teacher relationships and student self-concept: Relations with teacher and student gender71 cited
    • 2011Predicting children's academic achievement after the transition to first grade: A two-year longitudinal study68 cited
    • 2020Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions67 cited
    • 2013The Role of Academic Self-Efficacy, Academic Motivation and Academic Self-Concept in Predicting Secondary School Students’ Academic Performance54 cited
    • 2016Use of Praise and Reprimands as Critical Ingredients of Teacher Behavior Management: Effects on Children’s Development in the Context of a Teacher-Mediated Classroom Intervention38 cited
    • 2018Two Crucial Years of Science and Technology Schooling: A Longitudinal Study of the Major Influences on and Interactions Between Self-Concept, Interest, and the Intention to Pursue S&T30 cited
    • 2019The psychological and social impact of self‐advocacy group membership on people with intellectual disabilities: A literature review26 cited