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The Perceived Role of Parental Support and Pressure in the Interplay of Test Anxiety and School Engagement Among Adolescents: Evidence for Gender-Specific Relations
16 references·5 citing·35 second hop
The Perceived Role of Parental Support and Pressure in the Interplay of Test Anxiety and School Engagement Among Adolescents: Evidence for Gender-Specific Relations (2015)The Perceived Role of Parental Support an…Structural Equation Modeling: Applications Using Mplus (2012)Structural Equation Modeling:…Structural Equation Modeling (2012)Structural Equation ModelingSchool/Family/Community Partnerships: Caring for the Children We Share (2010)School/Family/Community Partn…Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action (2009)Who Am I and What Am I Going …Handbook of Adolescent Psychology (2009)Handbook of Adolescent Psycho…Engagement and disaffection in the classroom: Part of a larger motivational dynamic? (2008)Engagement and disaffection i…Handbook of socialization: theory and research (2007)Handbook of socialization: th…Handbook of socialization theory and research (2007)Handbook of socialization the…School Engagement: Potential of the Concept, State of the Evidence (2004)School Engagement: Potential …Cognitive Test Anxiety and Academic Performance (2002)Cognitive Test Anxiety and Ac…A Scaled Difference Chi-Square Test Statistic for Moment Structure Analysis (2001)A Scaled Difference Chi-Squar…Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Cutoff criteria for fit index…Structural Equations with Latent Variables. (1991)Structural Equations with Lat…Structural Equations with Latent Variables (1989)Structural Equations with Lat…Correlates, Causes, Effects, and Treatment of Test Anxiety (1988)Correlates, Causes, Effects, …Handbook of Adolescent Psychology (1980)Handbook of Adolescent Psycho…Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement. (2023)Self-regulated and externally…Associations Between Academic Stress, Mental Distress, Academic Self-Disclosure to Parents and School Engagement in Hong Kong (2022)Associations Between Academic…School‐related pressure and parental support as predictors of change in student stress levels from early to middle adolescence (2021)School‐related pressure and p…Test anxiety among female college students and its relation to perceived parental academic expectations and differentiation of self (2016)Test anxiety among female col…The interplay of parental support, parental pressure and test anxiety – Gender differences in adolescents (2015)The interplay of parental sup…Significance tests and goodness of fit in the analysis of covariance structures. (1980)Comparative fit indexes in structural models. (1990)Alternative Ways of Assessing Model Fit (1992)Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. 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References

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  • 2004School Engagement: Potential of the Concept, State of the Evidence12,540 cited
  • 2007Handbook of socialization theory and research5,003 cited
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  • 2008Engagement and disaffection in the classroom: Part of a larger motivational dynamic?2,033 cited
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  • 2012Structural Equation Modeling: Applications Using Mplus1,303 cited
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    • 2015The interplay of parental support, parental pressure and test anxiety – Gender differences in adolescents54 cited
    • 2016Test anxiety among female college students and its relation to perceived parental academic expectations and differentiation of self50 cited
    • 2021School‐related pressure and parental support as predictors of change in student stress levels from early to middle adolescence42 cited
    • 2022Associations Between Academic Stress, Mental Distress, Academic Self-Disclosure to Parents and School Engagement in Hong Kong39 cited
    • 2023Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement.36 cited