LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	79981
Collocazione	UPS BIBL CENTR 39-C-2775
Autore	DENNIE, D.
Titolo	The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students. Parte componente di periodico
Descrizione fisica	pp. 765-780.
Nota generale	Estratto da: “Psychology in the Schools”, 2019, 56, 5.
Riassunto	The study examined the extent that teacher–student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self‐systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which influenced action (engagement), and consequently, influenced outcome (student score and grade point average‐GPA). The findings of the study supported prior research that a TSR positively influenced levels of engagement in the classroom and, consequently, student outcomes as measured by classroom grade point average (GPA) and standardized assessment results. Using an identical methodological setup that substituted student growth percentiles (SGP) for scale scores, it was determined that TSR, basic psychological need satisfaction, and level of engagement do not influence SGP. Implications and potential contributions are discussed.
Tipo di documento	RICERCA.
Soggetto	STUDENTI.
	RELAZIONI.
	IMPEGNO.
	SVILUPPO PSICOLOGICO.
	BISOGNI.
	RENDIMENTO.
	INFLUENZA.
	INSEGNAMENTO.
	GEORGIA.
	PARTECIPAZIONE.
	DOCENTI.
Ambito	Psicologico
Ambito	Pedagogico
Autore Secondario	ACHARYA, P.
	GREER, D.
	BRYANT, C.
Titolo correlato	Psychology in the Schools 2019, 56, 5.
Accesso online	Accesso diretto all'articolo

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The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students.