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Teacher-student relationships and hope among rural adolescents: a moderated mediation model
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Teacher-student relationships and hope among rural adolescents: a moderated mediation model (2023)Teacher-student relationships and hope am…The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories (2021)The role of affective teacher…Student–teacher relationship quality and prosocial behaviour: The mediating role of academic achievement and a positive attitude towards school (2020)Student–teacher relationship …Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects (2018)Friends, academic achievement…Behavioral Engagement, Peer Status, and Teacher–Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences (2016)Behavioral Engagement, Peer S…It feels good to learn where I belong: School belonging, academic emotions, and academic achievement in adolescents (2015)It feels good to learn where …Teacher–child relationships from an attachment perspective (2012)Teacher–child relationships f…Moderating effects of teacher–student relationship in adolescent trajectories of emotional and behavioral adjustment. (2012)Moderating effects of teacher…The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011)The Influence of Affective Te…The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity (2011)The assessment of school enga…Protective Factors at School: Reciprocal Effects Among Adolescents’ Perceptions of the School Environment, Engagement in Learning, and Hope (2011)Protective Factors at School:…Extending hope theory: Internal and external locus of trait hope (2010)Extending hope theory: Intern…Autonomy, Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being (2007)Autonomy, Belongingness, and …School Engagement: Potential of the Concept, State of the Evidence (2004)School Engagement: Potential …Young Children's Feelings about School (2001)Young Children's Feelings abo…The will and the ways: Development and validation of an individual-differences measure of hope. 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References

  • 1978Social Learning Theory.25,426 cited
  • 2004School Engagement: Potential of the Concept, State of the Evidence12,540 cited
  • 1991The will and the ways: Development and validation of an individual-differences measure of hope.2,958 cited
  • 2011The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement2,366 cited
  • 2012Teacher–child relationships from an attachment perspective594 cited
  • 2011The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity433 cited
  • 2007Autonomy, Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being411 cited
  • 2012Moderating effects of teacher–student relationship in adolescent trajectories of emotional and behavioral adjustment.327 cited
  • 2001Young Children's Feelings about School276 cited
  • 2010Extending hope theory: Internal and external locus of trait hope225 cited
  • 2018Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects191 cited
  • 2016Behavioral Engagement, Peer Status, and Teacher–Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences189 cited
  • 2011Protective Factors at School: Reciprocal Effects Among Adolescents’ Perceptions of the School Environment, Engagement in Learning, and Hope187 cited

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  • 2020Student–teacher relationship quality and prosocial behaviour: The mediating role of academic achievement and a positive attitude towards school170 cited
  • 2021The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories145 cited
  • 2015It feels good to learn where I belong: School belonging, academic emotions, and academic achievement in adolescents144 cited
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