Trajectories of students’ perceived instructional support
Bibliographic Data
| ID | 12843164 |
|---|---|
| Authors | Trude Havik (0000-0001-5916-9642, University of Stavanger, corresponding author), Sigrun K Ertesvåg (0000-0001-7804-8571, University of Stavanger) |
| Year | 2018 |
| Volume | 22 |
| Issue | 2 |
| Pages | 357-381 |
| Publication date | 2018-12-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Psychology of Education (JOURNAL) |
| Journal identifiers | ISSN: 1573-1928 • E-ISSN: 1381-2890 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11218-018-9474-6 |
| OpenAlex | W2903453925 |
| Language | EN |
| Citations received | 2 |
| References cited | 92 |
Developmental psychology · Mathematics education · Normative · Norwegian · Pedagogy · Sociology of Education · Early Childhood Education and Development · Educational and Psychological Assessments · Parental Involvement in Education · Psychology
The New Meaning of Educational Change
Group-Based Modeling of Development
Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment
Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance
Teaching through Interactions
Higher Order Thinking Skills and Low-Achieving Students
To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?
School as a Context of Early Adolescents' Academic and Social-Emotional Development
Finite Mixture Modeling with Mixture Outcomes Using the EM Algorithm
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
Developing the theory of formative assessment
State of the art – teacher effectiveness and professional learning
An Introduction to Latent Variable Mixture Modeling (Part 1)
Relationships Between Teachers and Children
An Argument Approach to Observation Protocol Validity
Teacher-Student Relationships and Engagement
A comparison of some methodologies for the factor analysis of non‐normal Likert variables
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Recent trends in research on teacher–child relationships
Who is the expert? Construct and criteria validity of student and teacher ratings of instruction
Student ratings of teaching quality in primary school
Principles Underlying the Use of Multiple Informants' Reports
Friendships in Middle School
Social behavior and peer relationships of victims, bully‐victims, and bullies in kindergarten
The Prosocial Classroom
The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis.
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
Testing the number of components in a normal mixture
Psychosomatic problems and countermeasures in Japanese children and adolescents
Distinguishing Between Latent Classes and Continuous Factors
Student-teacher relationship trajectories and mental health problems in young children
School factors associated with school refusal- and truancy-related reasons for school non-attendance
Social Support from Parents, Friends, Classmates, and Teachers in Children and Adolescents Aged 9 to 18 Years
Peer Experience
Trajectories of Perceived Friendship Quality During Adolescence
The Trajectories of Adolescents’ Perceptions of School Climate, Deviant Peer Affiliation, and Behavioral Problems During the Middle School Years
Trajectories of Depressed Mood From Early Adolescence to Young Adulthood
Instructional support predicts children's task avoidance in kindergarten
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Stability and Change in Peer Relationships During the Transition to Middle-Level School
A Practical Measure of Student Motivation
Measures of Early Adolescent Development and School Contexts
Feasible, Rigorous, and Relevant
A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context
Students who bully and their perceptions of teacher support and monitoring
The relationship between students' sense of their school as a community and their involvement in problem behaviors
Peer rejection as antecedent of young children's school adjustment
Moderating effects of teacher–student relationship in adolescent trajectories of emotional and behavioral adjustment
Academic adjustment across middle school
Transitions during early adolescence
Conceptualization, Measurement, and Improvement of Classroom Processes
Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities
Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School
Learner-Centered Teacher-Student Relationships Are Effective
American Secondary Education
Schools as Developmental Contexts During Adolescence
Social Support Matters
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |