Nearly all college students require some academic assistance throughout their learning experiences. Rather than a dependent act, help-seeking is a self-regulated and motivated strategy; however, there are mixed findings regarding the relationship between academic help-seeking and academic achievement. Thus, the current study used meta-analytic…

The crucial role of teacher-student relationships has been reported in many studies. Yet, how teacher-student relationships develop from moment-to-moment interactions during lessons remains understudied. The present study combined insights from interpersonal theory and dynamic systems approaches to study indices of interpersonal content and…

Given the importance of student engagement for students' current and future success, it is essential to explore how teachers can foster student engagement within lessons. This study relied on classroom observations to describe how teachers applied Self-Determination Theory (SDT) related (de)motivating teaching behaviours to foster students'…

The current study examined the effects of school ethnic composition and teacher-student relationships (teacher support) on students' citizenship competencies. Additionally, this study investigated the moderating effect of teacher support on the relationship between school ethnic composition and citizenship competencies. Citizenship was…

The present study examined how different externalizing child behaviors (i.e., hyperactivity, conduct problems) were uniquely associated with teachers' mental representations of relationships with individual children. Participants were 61 teacher-child dyads from typical Dutch elementary schools. Using a two-wave design, teachers first reported…

Abundant research in social psychology shows human behaviour is guided by beliefs through two pathways, a deliberate and automatic pathway. Research on student motivation has thus far focused mostly on the deliberate pathway and consequently almost exclusively relied on explicit measures (i.e. self-reports of motivation) to assess student…

The widely supported wish for more inclusive education places ever greater expectations on teachers' abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in…

This study examined the relation between family functioning and classroom problem behavior of children with emotional and behavioral disorders receiving special educational support. To this end, the Teachers' Report Form and the Family Questionnaire were completed for 84 children (M age of 9.8 years) 2 times with a time lag of 11 months.…

According to social referencing theory, cues peers take from positive and negative teacher behavior toward a student affect the student's peer liking and disliking status. The present study was the first to test the hypothesized mediation model connecting teacher behavior with peer liking and disliking status, via peer perceptions of teacher…

This study addressed the moderating role of classroom descriptive norms for overt and relational aggression, social withdrawal, prosocial behavior, and academic reputation in the association of behavior with social preference and popularity in early adolescence. Participants were 1,492 fifth-grade students ([x-bar][subscript age] = 10.6 years,…

This article investigates the link between teachers' appraisal of specific interpersonal situations in classrooms and their more general interpersonal identity standard, which together form their interpersonal role identity. Using semi-structured and video-stimulated interviews, data on teachers' appraisals and interpersonal identity standards…

This study investigated personality correlates of early adolescents' tendency to either defend victims of bullying or to avoid involvement in bullying situations. Participants were 591 Dutch fifth- and sixth-grade students (X-bar[subscript age] = 11.42 years). Hierarchical regression models were run to predict these students' peer-reported…

Receiving report card grades is psychologically salient to most students and can elicit a range of affective reactions. A 3-wave longitudinal study examined how grades shape students' (N = 375; M age at Wave 1 = 12.6 years) school engagement through the affective reactions they elicit. Emotional and behavioral engagement were measured at the start…

Little is known about factors other than students' abilities and background variables that shape teachers' achievement expectations. This study was aimed at investigating the role of teachers' perceptions of students attributes (working habits, popularity, self-confidence, student--teacher relationships, and classroom behavior) in shaping…

This study investigates whether a common set of student attitudes and behavioral tendencies can account for academic achievement across different, especially high-performing, countries via analysis of the PISA 2009 international data set. The 13 countries examined are 5 of the top-performing Eastern countries/systems, namely Shanghai China, South…