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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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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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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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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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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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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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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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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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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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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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Separate worlds: The influence of seating location on student engagement, classroom experience, and performance in the large university lecture hall

Journal of environmental psychology, 2017-04, Vol.49, p.55-64

2017

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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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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

2015

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Cumulative Experience of Educational Assets from Preschool through First Grade and the Social-emotional Well-being of English- and Spanish-Speaking Children

Perspectives on Early Childhood Psychology and Education, 2023-01, Vol.5 (1)

2023

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Student Motivation and Academic Achievement: An Examination of How and Why Middle School Teachers Matter

Ruzek, Erik A

2012

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The Transition from Pre-K to Kindergarten: Parent, Teacher, and Administrator Perspectives

HS Dialog: The Research to Practice Journal for the Early Childhood Field, 2020-12, Vol.23 (2)

2020

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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

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

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

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

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

Focused Classroom Coaching and Widespread Racial Equity in School Discipline

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

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?

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

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

Separate worlds: The influence of seating location on student engagement, classroom experience, and performance in the large university lecture hall

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

Focusing on Teacher-Student Interactions Eliminates the Negative Impact of Students' Disruptive Behavior on Teacher Perceptions

Cumulative Experience of Educational Assets from Preschool through First Grade and the Social-emotional Well-being of English- and Spanish-Speaking Children

Student Motivation and Academic Achievement: An Examination of How and Why Middle School Teachers Matter

The Transition from Pre-K to Kindergarten: Parent, Teacher, and Administrator Perspectives

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