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The Tenuous Link Between Classroom Perceptions and Motivation: A Within-Person Longitudinal Study

Journal of educational psychology, 2019-07, Vol.111 (5), p.903-917

2019

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How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

Learning and instruction, 2016-04, Vol.42, p.95-103

2016

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Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics

Child development, 2013-07, Vol.84 (4), p.1171-1190

2013

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Persistence and Convergence: The End of Kindergarten Outcomes of Pre-K Graduates and Their Nonattending Peers

Developmental psychology, 2020-11, Vol.56 (11), p.2027-2039

2020

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Preschool Teachers' Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions

Early education and development, 2022-01, Vol.33 (1), p.107-120

2022

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The influence of the high school classroom environment on learning as mediated by student engagement

School psychology international, 2017-04, Vol.38 (2), p.201-218

2017

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Multilevel analysis of personality, family, and classroom influences on emotional and behavioral problems among Chinese adolescent students

PloS one, 2018-08, Vol.13 (8), p.e0201442-e0201442

2018

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Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School

Journal of youth and adolescence, 2017-11, Vol.46 (11), p.2341-2354

2017

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Family Stress Processes and Children's Self‐Regulation

Child development, 2020-03, Vol.91 (2), p.577-595

2020

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Alignment and misalignment of classroom experiences from Pre-K to kindergarten

Early childhood research quarterly, 2020-01, Vol.52, p.44-56

2020

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The First-Grade Outcomes of Pre-K Attendees: Examining Benefits as a Function of Skill Type, Environments, and Subgroups

American educational research journal, 2023-12, Vol.60 (6), p.1139-1173

2023

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The COVID-19 School Year: Learning and Recovery Across 2020-2021

AERA open, 2022-06, Vol.8

2022

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Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3

American educational research journal, 2019-08, Vol.56 (4), p.1495-1523

2019

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Student Perceptions of Classroom Achievement Goal Structure: Is It Appropriate to Aggregate?

Journal of educational psychology, 2015-11, Vol.107 (4), p.1102-1115

2015

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Strategy Motivation and Strategy Use: Role of Student Appraisals of Utility and Cost

Metacognition and learning, 2021-08, Vol.16 (2), p.345-366

2021

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Fostering Early Motivation: The Influence of Teacher-Child Relationships and Interactions on Motivation in the Kindergarten Classroom

Early education and development, 2023-04, Vol.34 (3), p.648-665

2023

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Does Teaching Quality Cross Subjects? Exploring Consistency in Elementary Teacher Practice Across Subjects

AERA open, 2018-07, Vol.4 (3)

2018

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Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course

Frontiers in psychology, 2017-06, Vol.8, p.994-994

2017

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Correlates of change in elementary students' perceptions of interactions with their teacher

Journal of applied developmental psychology, 2020-07, Vol.69, p.101144-11, Article 101144

2020

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Using Value-Added Models to Measure Teacher Effects on Students’ Motivation and Achievement

The Journal of early adolescence, 2015-06, Vol.35 (5-6), p.852-882

2015

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Focusing on teacher–student interactions eliminates the negative impact of students’ disruptive behavior on teacher perceptions

International journal of behavioral development, 2015-09, Vol.39 (5), p.426-431

2015

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Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement

Educational researcher, 2020-11, Vol.49 (8), p.549-565

2020

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Focused Classroom Coaching and Widespread Racial Equity in School Discipline

AERA open, 2019-10, Vol.5 (4), p.1-15

2019

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Does the Timing of Kindergarten Absences Matter for Children's Early School Success?

School psychology, 2021-05, Vol.36 (3), p.131-141

2021

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Coaching Teachers to Improve Students’ School Readiness Skills: Indirect Effects of Teacher–Student Interaction

Child development, 2021-11, Vol.92 (6), p.2509-2528

2021

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The Tenuous Link Between Classroom Perceptions and Motivation: A Within-Person Longitudinal Study

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics

Persistence and Convergence: The End of Kindergarten Outcomes of Pre-K Graduates and Their Nonattending Peers

Preschool Teachers' Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions

The influence of the high school classroom environment on learning as mediated by student engagement

Multilevel analysis of personality, family, and classroom influences on emotional and behavioral problems among Chinese adolescent students

Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School

Family Stress Processes and Children's Self‐Regulation

Alignment and misalignment of classroom experiences from Pre-K to kindergarten

The First-Grade Outcomes of Pre-K Attendees: Examining Benefits as a Function of Skill Type, Environments, and Subgroups

The COVID-19 School Year: Learning and Recovery Across 2020-2021

Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3

Student Perceptions of Classroom Achievement Goal Structure: Is It Appropriate to Aggregate?

Strategy Motivation and Strategy Use: Role of Student Appraisals of Utility and Cost

Fostering Early Motivation: The Influence of Teacher-Child Relationships and Interactions on Motivation in the Kindergarten Classroom

Does Teaching Quality Cross Subjects? Exploring Consistency in Elementary Teacher Practice Across Subjects

Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course

Correlates of change in elementary students' perceptions of interactions with their teacher

Using Value-Added Models to Measure Teacher Effects on Students’ Motivation and Achievement

Focusing on teacher–student interactions eliminates the negative impact of students’ disruptive behavior on teacher perceptions

Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement

Focused Classroom Coaching and Widespread Racial Equity in School Discipline

Does the Timing of Kindergarten Absences Matter for Children's Early School Success?

Coaching Teachers to Improve Students’ School Readiness Skills: Indirect Effects of Teacher–Student Interaction

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