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Download full textKiefer, Sarah M.; Alley, Kathleen M.; Ellerbrock, Cheryl R. – RMLE Online: Research in Middle Level Education, 2015
The purpose of this sequential explanatory mixed methods study was to investigate teacher and peer support for young adolescents' academic motivation, classroom engagement, and school belonging within one large, urban, ethnically diverse middle school. In the initial quantitative phase, associations among aspects of teacher support (autonomy,…
Descriptors: Student Motivation, Learner Engagement, Interpersonal Relationship, Middle School Students
Direct linkPark, Daeun; Gunderson, Elizabeth A.; Tsukayama, Eli; Levine, Susan C.; Beilock, Sian L. – Journal of Educational Psychology, 2016
Although students' motivational frameworks (entity vs. incremental) have been linked to academic achievement, little is known about how early this link emerges and how motivational frameworks develop in the first place. In a year-long study (student N = 424, Teacher N = 58), we found that, as early as 1st and 2nd grade, children who endorsed an…
Descriptors: Young Children, Mathematics Achievement, Teaching Methods, Intelligence
