Perceived Autonomy and Relatedness as Moderating the Impact of Teacher-Student Mentoring Relationships on Student Academic Adjustment

Author： Larose Simon   Tarabulsy George   Cyrenne Diane  

Publisher： Springer Publishing Company

ISSN： 0278-095X

Source： The Journal of Primary Prevention, Vol.26, Iss.2, 2005-03, pp. : 111-128

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

Teacher–student relationships and school adjustment: progress and remaining challenges

By Hughes Jan N.  

Attachment & Human Development, Vol. 14, Iss. 3, 2012-05 ,pp. : 319-327

Routledge Ltd

Access to resources Recommend Favorite

Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy

By Jina S. Yoon   PhD  

Social Behavior and Personality: An international journal, Vol. 30, Iss. 5, 2002-08 ,pp. : 485-494

Scientific Journal Publishers

Access to resources Recommend Favorite

Teacher-Student Relationship Climate and School Outcomes: Implications for Educational Policy Initiatives

By Barile John  

Journal of Youth and Adolescence, Vol. 41, Iss. 3, 2012-03 ,pp. : 256-267

Springer Publishing Company

Access to resources Recommend Favorite

Classroom assessment: Teacher practices, student perceptions, and academic self-efficacy beliefs

By Hussain Alkharusi   Said Aldhafri   Hilal Alnabhani   Muna Alkalbani  

Social Behavior and Personality: An international journal, Vol. 42, Iss. 5, 2014-06 ,pp. : 835-856

Scientific Journal Publishers

Access to resources Recommend Favorite

Relationships between student engagement and academic achievement: A meta-analysis

By  

Social Behavior and Personality: An international journal, Vol. 46, Iss. 3, 2018-03 ,pp. : 517-528

Scientific Journal Publishers

Access to resources Recommend Favorite