UPSI Digital Repository (UDRep)
Start | FAQ | About
Menu Icon

QR Code Link :

Type :thesis
Subject :LB Theory and practice of education
Main Author :Yang, Yanfei
Title :Mediating effect of teachers support and student engagement in Mathematics at Chinese junior middle school
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2023
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
This study aimed to examine the influence of teacher support on student engagement in mathematics. A cross-sectional survey was employed to recruit 632 students from grades 7 to 9 in junior middle schools across China. Participants completed various scales, including a teacher support scale, an academic self-efficacy scale, a student engagement scale, an achievement goal questionnaire, and a passing and failing math scale. Data analysis was conducted using SPSS 20.0, Amos 24.0, and the SPSS macro PROCESS. The results indicated teachers’ autonomy support, emotional support, and competence support were positively associated with student engagement. Specifically, teachers’ emotional support (β = 0.32, p < 0.001) and competence support (β = 0.36, p < 0.001) had a significant positive impact on student engagement, with competence support making the most significant contribution and autonomy support having the weakest contribution. Additionally, academic self-efficacy mediated the relationship between teachers’ autonomy support (β = -0.147, p < 0.01), emotional support (β = 0.243, p < 0.001), competence support (β = 0.348, p < 0.001) and student engagement. The relationship between teachers’ autonomy support (β = -0.177, p < 0.05), competence support (β = -0.147, p < 0.05), and academic self-efficacy was moderated by gender. Moreover, passing grades were found to moderate the relationship between teachers’ autonomy support (β = 0.146, p < 0.05) and academic self-efficacy. Furthermore, different goal orientations (mastery-approach goal, mastery-avoidance goal, and performance-approach goal) exhibited varying degrees of moderating effects on the mediating relationship between teacher support and student engagement. These findings shed light on the motivational processes through which students perceive the teacher’s support’s impact on their mathematics engagement. They carry significant implications for mathematics education, emphasizing the need for educators to consider individual differences and implement tailored interventions that enhance academic selfefficacy to improve student engagement.

References

Allen JP, Pianta RC, Gregory A, Mikami AY, & Lun J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034-1037. 

 

Alkan, F. (2020). Investigating the relationships among students’ chemistry motivations, achievement goal orientation, classroom engagement, gender, class and positive teacher behaviours through structural equation modeling. MIER Journal of Educational Studies Trends and Practices, 188-205. 

 

Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261-278.  

 

Alrajeh, T. S., & Shindel, B. W. (2020). Student Engagement and Math Teachers Support. Journal on Mathematics Education, 11(2), 167-180. 

 

Adie, J. W., Duda, J. L., & Ntoumanis, N. (2008). Autonomy support, basic need satisfaction and the optimal functioning of adult male and female sport participants: A test of basic needs theory. Motivation and Emotion, 32, 189-199.  

 

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. 

 

Alfaro, E. C., Umaña-Taylor, A. J., & Bámaca, M. Y. (2006). The influence of  academic support on Latino adolescents’ academic motivation. Family Relations, 55(3), 279-291.  

 

Alrajeh, T. S., & Shindel, B. W. (2020). Student Engagement and Math Teachers Support. Journal on Mathematics Education, 11(2), 167-180. 

 

Aldridge, J. M., Fraser, B. J., & Huang, T. C. I. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. The Journal of Educational Research, 93(1), 48-62. 

 

Ali, A. (2006). Conducting research in education and the social sciences. Enugu Tashiwa Networks Ltd, 65. 

 

Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15(5), 397-413. 

 

Archambault, I., Janosz, M., Morizot, J., & Pagani, L. (2009). Adolescent behavioral, affective, and cognitive engagement in school: Relationship to dropout. Journal of School Health, 79(9), 408-415. 

 

Archambault, I., Pagani, L. S., & Fitzpatrick, C. (2013). Transactional Associations between Classroom Engagement and Relations with Teachers from First through Fourth Grade. Learning and Instruction, 23, 1-9. 

 

Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Prentice Hall/ 

Pearson Education. 

 

Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411.  

 

Assor, A. (2012). Allowing choice and nurturing an inner compass: Educational practices supporting students’ need for autonomy. In Handbook of research on student engagement (pp. 421-439). Boston, MA: Springer US. 

 

Anna, D. S., Jennifer, A. S., & Maier, K. S. (2017). Perceived challenge, teacher  

support, and teacher obstruction as predictors of student engagement. Journal of Educational Psychology, 109(1), 131-147. 

 

Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113-125. 

 

Archer, J. (1994). Achievement Goals as a Measure of Motivation in University Students. Contemporary Educational Psychology, 19(4), 430-446. 

 

Al-Okaily, M., Alqudah, H., Matar, A., Lutfi, A., & Taamneh, A. (2020). Dataset on the Acceptance of e-learning System among Universities Students’ under the COVID-19 Pandemic Conditions. Data in brief, 32, 106176. 

 

Adesope, O. O., Zhou, M., & Nesbit, J. C. (2015). Achievement goal orientations and self-reported study strategies as predictors of online studying activities. Journal of Educational Computing Research, 53(3), 436-458. 

 

Ahmed, U., Umrani, W. A., Qureshi, M. A., & Samad, A. (2018). Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain. International Journal of Advanced and Applied Sciences, 5(9), 39-46. 

 

Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25(1), 519-535. 

 

Alvarez, O., Tormo-Barahona, L., Castillo, I., & Moreno-Murcia, J. A. (2021). Examining Controlling Styles of Significant Others and Their Implications for Motivation, Boredom and Burnout in Young Swimmers. International Journal of Environmental Research and Public Health, 18(11), 5828. 

 

Awang, Z. (2012). Structural equation modeling using Amos graphic. Shah Alam: UiTM Press. 

Baker, J. A., Dilly, L. J., Aupperlee, J. L., & Patil, S. A. (2003). The developmental context of school satisfaction: Schools as psychologically healthy environments. School Psychology Quarterly, 18(2), 206-221.  

 

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. 

 

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. 

 

Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122-147. 

 

Blynova, O., Kruglov K., Semenov, O., Los, O. & Popovych, I. (2020). Psychological safety of the learning environment in sports school as a factor of achievement motivation development in young athletes, Journal of Physical Education and Sport, 20(1), 14-23.  

 

Bronfenbrenner, U., & Evans, G. W. (2000). Developmental science in the 21st century: Emerging questions, theoretical models, research designs and empirical findings. Social Development, 9(1), 115-125. 

 

Blazar, D. (2016). Teacher and teaching effects on students’ academic performance, attitudes, behaviors. Doctoral Dissertation. Cambridge: Harvard Graduate School of Education, Harvard University.  

 

Babad, E. (1990). Measuring and changing teachers’ differential behavior as perceived by students and teachers. Journal of Educational Psychology, 82(4), 683-690.  

 

Brewster, A. B., & Bowen, G. L. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child and Adolescent Social Work Journal, 21, 47-67. 

 

Bokhorst, C. L., Sumter, S. R., & Westenberg, P. M. (2010). Social support from parents, friends, classmates, and teachers in children and adolescents aged 9 to 18 years: Who is perceived as most supportive? Social Development, 19(2), 417-426.  

 

Bennett, M., Ng-Knight, T., & Hayes, B. (2016). Autonomy-supportive teaching and  its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence. European Journal of Psychology of Education, 32, 643-667. 

 

Bell, B. S., & Kozlowski, W. J. (2002). Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge. Journal of Applied Psychology, 87(3), 497-505.  

 

Bai, X., Liu, X., & Liu Z. (2013). The mediating effects of social comparison on the relationship between achievement goal and academic self-efficacy: evidence from junior high school students. Psychological Science, 36(6), 1413-1420. 

 

Baranik L. E., Stanley L. J., Bynum B. H., & Lance C. E. (2010). Examining the construct validity of mastery-avoidance achievement goals: A meta-analysis. Human Performance, 23(3), 265-282.  

 

Belmont, M., Skinner, E., Wellborn, J., & Connell, J. (1988). Teacher as social context: A measure of student perceptions of teacher provision of involvement, structure, and autonomy support (Tech. Rep. No. 102). Rochester, NY: University of Rochester.  

 

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child development, 72(1), 187-206. 

 

Bai, Y. (2014). Toward to the “Student-centered” Assessment Model-Contrasting Undergraduate Teaching Quality Report in China with NSSE in United States. China Higher Education Research, 11, 64-68. 

 

Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191. 

 

Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational evaluation and policy analysis, 39(1), 146-170. 

 

Benlahcene, A., Kaur, A., & Awang-Hashim, R. (2021). Basic psychological needs satisfaction and student engagement: the importance of novelty satisfaction. Journal of Applied Research in Higher Education, 13(5), 1290-1304. 

 

Beri, N., & Stanikzai, M. I. (2018). Self-efficacy beliefs, student engagement and learning in the classroom: A review paper. American International Journal of Research in Humanities, Arts and Social Sciences, 22(1), 213-222. 

 

Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6) , 723-742. 

 

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. 

 

Bishara, A. J., & Hittner, J. B. (2012). Testing the significance of a correlation with nonnormal data: comparison of Pearson, Spearman, transformation, and resampling approaches. Psychological methods, 17(3), 399. 

 

Chen, J. J. L. (2005). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77-127. 

 

Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self processes and development (pp. 43-77). Lawrence Erlbaum Associates, Inc. 

Caplan, G. (1974). Support systems and community mental health: Lectures on concept development. Behavioral Publications.  

 

Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310-357.  

 

Chai, X., & Gong, S. (2015). Secondary school students’ engagement in learning mathematics: The effects of perceived support from mathematics teachers and mathematics self-concept. China Journal of Special Education, 6, 78-85. 

 

Chen, J. J. L. (2008). Grade-Level Differences: Relations of Parental, Teacher and Peer Support to Academic Engagement and Achievement Among Hong Kong Students. School Psychology International, 29(2), 183-198. 

 

Colarossi, L. G., & Eccles, J. S. (2003). Differential effects of support providers on adolescents’ mental health. Social Work Research, 27(1), 19-30.  

 

Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43 -54. 

 

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Design Issues, 8(1), 75-77. 

 

Christenson, S., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement (Vol. 840). New York: Springer. 

 

Chen, J., Guo, Y., & Hu, X. (2015). Effect of autonomous motivation and family’s social class on the relationship between teacher’s autonomy support and junior middle school students’ academic engagement. Psychological development and education, 31, 180-187. 

 

Cozby, P., & Bates, S. (2015). Methods in behavioral research (12th ed.): New York, NY. McGraw Hill Inc. 

 

Curran, T., Hill, A. P., & Niemiec, C. P. (2013). A conditional process model of children’s behavioral engagement and behavioral disaffection in sport based on self-determination theory. Journal of Sport and Exercise Psychology, 35(1), 30-43. 

 

Chen, C. (2015). Incremental validity of achievement goals in predicting subjective well-being among university students. Journal of Cognitive Education and Psychology, 14(1), 38-62. 

 

Cadinu, M., Maass, A., Frigerio, S., Impagliazzo, L., & Latinotti, S. (2003). Stereotype threat: The effect of expectancy on performance. European Journal of Social Psychology, 33(2), 267-285. 

 

Conner, J. O., & Pope, D. C. (2013). Not just robo-students: Why full engagement matters and how schools can promote it. Journal of youth and adolescence, 42, 1426-1442. 

 

Canivez, G. L., Watkins, M. W., & McGill, R. J. (2019). Construct validity of the Wechsler Intelligence Scale For Children-Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests. British Journal of Educational Psychology, 89(2), 195-224. 

 

Chicote-López, J., Abarca-Sos, A., Gallardo, L. O., & García-González, L. (2018). Social antecedents in physical activity: Tracking the self-determination theory sequence in adolescents. Journal of Community Psychology, 46(3), 356-373. 

 

Chai, X., Gong, S., Duan, T., Zhong, L., & Jiao, Y. (2011). A Social-Cognitive Approach to Motivational Contagion between Teacher and Student. Advances in Psychological Science, 19 (8), 1166-1173. 

 

Cheryan, S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: Increasing girls’ interest in computer science and engineering by diversifying stereotypes. Frontiers in psychology, 6,1-8. 

 

Casad, B. J., Hale, P., & Wachs, F. L. (2015). Parent-child math anxiety and math-gender stereotypes predict adolescents’ math education outcomes. Frontiers in psychology, 6, 1597. 

 

Campbell, R., Soenens, B., Beyers, W., & Vansteenkiste, M. (2018). University students’ sleep during an exam period: The role of basic psychological needs and stress. Motivation and Emotion, 42, 671-681. 

 

Chen, B., & Xu, X. (2011). Teacher support behavior and its influence on junior high school students’ self-esteem. Journal of Southwest Agricultural University (Social Sciences Edition), 9(6), 199-202. 

 

Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge. 

 

Chi, X. (2017). A Study on the Effects of Teacher Support on College Student Engagement Based on Self-Determination Theory. Doctoral Dissertation, Tianjin University. 

 

Cheng, Q. (2021). A Research on the Influence Mechanism of Mathematics Teachers’ Expectation on Junior High School Students’ Mathematics Learning Engagement.  Master’s Dissertation, Guangxi Normal University. 

 

Chen, D., & Fritz, M. S. (2021). Comparing alternative corrections for bias in the bias-corrected bootstrap test of mediation. Evaluation & the health professions, 44(4), 416-427 

 

Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.  

Danielsen, A. G., Wiium, N., Wilhelmsen, B. U., & Wold, B. (2010). Perceived support provided by teachers and classmates and students’ self-reported academic initiative. Journal of School Psychology, 48(3), 247-267.  

 

Davis, H. A. (2006). Exploring the contexts of relationship quality between middle school students and teachers. The Elementary School Journal, 106(3), 193-223.  

 

Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media. 

 

Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 85-107). Oxford University Press. 

 

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. 

 

DeGarmo, D. S., & Martinez Jr, C. R. (2006). A culturally informed model of  academic well-being for Latino youth: The importance of discriminatory  experiences and social support. Family Relations, 55(3), 267-278.  

 

Deci, E. L., Ryan, R. M., &Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning & Individual Differences, 8 (3), 165-183. 

 

Diseth, Å., & Samdal, O. (2014). Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school. Social Psychology of Education, 17, 269-291. 

 

Duchesne, S., & Ratelle, C. (2010). Parental behaviors and adolescents’ achievement goals at the beginning of middle school: Emotional problems as potential mediators. Journal of Educational Psychology, 102(2), 497-507. 

 

Daher, W. (2020). Students’ positioning and emotions in learning geometric definition. Journal on Mathematics Education, 11(1), 111-134. 

 

Dong, Y., & Yu, G. (2010). Effects of adolescents’ academic emotions on their academic achievements. Psychological Science, 33(4), 934-937. 

 

Diseth Å., Danielsen A. G., & Samdal O. (2012). A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students. Educational Psychology, 32(3), 335-354.  

 

Dinger F. C., Dickhäuser O., Spinath B., & Steinmayr R. (2013). Antecedents and consequences of students’ achievement goals: A mediation analysis. Learning and Individual Differences, 28, 90-101.  

 

Diseth Å., & Kobbeltvedt T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80(4), 671-687.  

 

Deci E. L., Eghrari H., Patrick B. C., & Leone D. R. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62, 119-142. 

 

Dupeyrat, C., & Mariné, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology, 30(1), 43-59. 

 

Devine, A., Fawcett, K., Szucs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and brain functions, 8, 1-9. 

 

Dufur, M. J., Parcel, T. L., & McKune, B. A. (2008). Capital and context: Using social capital at home and at school to predict child social adjustment. Journal of health and social behavior, 49(2), 146-161. 

 

Duchatelet, D., & Donche, V. (2019). Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation? Higher Education Research & Development, 38(4), 733-747. 

 

Dweck, C. S. (2006). Mindset: The new psychology of success . New York: Random House. 

 

Eddy, S. L., & Brownell, S. E. (2016). Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines. Physical Review Physics Education Research, 12 (2), 020106.  

 

Ewing, A. R., & Taylor, A. R. (2009). The role of child gender and ethnicity in teacher-child relationship quality and children’s behavioral adjustment in preschool. Early Childhood Research Quarterly, 24 (1), 92-105.  

 

Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613-628. 

 

Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519. 

 

Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189. 

 

Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). New York, NY: Guilford Press. 

 

Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232. 

 

Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Iver, D. M. (1993). Development during adolescence: the impact of stage- environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90-101.  

 

Elliot, A. J., & Fryer, J. W. (2008). The goal construct in psychology. Handbook of motivation science, 18, 235-250. 

 

Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76(4), 628-644.  

 

Elliot A. J. (2006). The hierarchical model of approach-avoidance motivation. Motivation and Emotion, 30, 111-116.  

 

Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: a mediational analysis. Journal of educational psychology, 91(3), 549-563. 

 

Ertesvåg, S. K., & Havik, T. (2021). Students’ proactive aggressiveness, mental health problems and perceived classroom interaction. Scandinavian Journal of Educational Research, 65(1), 1-20. 

 

Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475.  

 

Estévez, I., Rodríguez-Llorente, C., Piñeiro, I., González-Suárez, R., & Valle, A. (2021). School engagement, academic achievement, and self-regulated learning. Sustainability, 13(6), 3011. 

 

Engels, M. C., Spilt, J., Denies, K., & Verschueren, K. (2021). The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories. Learning and Instruction, 75, 101485. 

 

Eccles, J. S., & Wang, M. T. (2016). What motivates females and males to pursue careers in mathematics and science? International Journal of Behavioral Development, 40(2), 100-106. 

 

Eccles, J. S., Flanagan, C., Lord, S., Midgley, C., Roeser, R., & Yee, D. (1996). Schools, families, and early adolescents: What are we doing wrong and what can we do instead? Journal of Developmental and Behavioral Pediatrics, 17(4), 267-276. 

 

Ekornes, S. (2021). The impact of perceived psychosocial environment and academic emotions on higher education students’ intentions to drop out. Higher Education Research & Development, 41(4), 1044-1059. 

 

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74 (1), 59-109.  

 

Filak, V. F., & Sheldon, K. M. (2008). Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: Testing a sequential path model. Educational Psychology, 28(6), 711-724.  

 

Furrer, C., & Skinner E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.  

 

Fang, G., Chan, P. W. K., & Kalogeropoulos, P. (2020). Social Support and Academic Achievement of Chinese Low-Income Children: A Mediation Effect of Academic Resilience. International Journal of Psychological Research, 13(1), 19-28. 

 

Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning environments research, 1, 7-34. 

 

Fatou, N., & Kubiszewski, V. (2018). Are perceived school climate dimensions predictive of students’ engagement? Social Psychology of Education, 21, 427-446. 

 

Flowerday, T, & Schraw, G. (2003). Effect of choice on cognitive and affective engagement. The Journal of Educational Research, 96(4), 207-215. 

 

Flowerday, T, Schraw, G, & Stevens, J. (2004). The role of choice and interest in reader engagement. The Journal of Experimental Education, 72(2), 93-114. 

 

Flunger, B., Hollmann, L., Hornstra, L., & Murayama, K. (2022). It’s more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language. Learning and Instruction, 77, 101500. 

 

Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010). Does math self-efficacy mediate the effect of the   perceived classroom environment on standardized math test performance? Journal of Educational Psychology, 102(3), 729-740.  

 

Feyzioglu, B. (2019). The role of inquiry-based self-efficacy, achievement goal orientation, and learning strategies on secondary-school students’ inquiry skills. Research in Science & Technological Education, 37(3), 366-392. 

 

Ferrell, A. (2012). Classroom social environments, motivational beliefs, and student engagement. Doctoral dissertation, University of Southern California. 

 

Fang, L., Shi, K., & Zhang, F. (2008). Research on Reliability and Validity of Utrecht Work engagement scale-student. Chinese Journal of Clinical Psychology, 16(4), 407-409. 

 

Fan, W., & Williams, C. M. ( 2010). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53-74. 

 

Finn, J. D. (1993). School engagement and students at risk. Washington DC: National Center for Educational Statistics.  

 

Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. What do children need to flourish? Conceptualizing and measuring indicators of positive development, 305-321. 

 

Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.  

 

Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and individual differences, 19(4), 499-505. 

 

Fung, F., Tan, C. Y., & Chen, G. (2018). Student engagement and mathematics achievement: unraveling main and interactive effects. Psychology in the Schools, 55(7), 815-831. 

 

Froiland, J. M., Worrell, F. C., & Oh, H. (2019). Teacher-student relationships, psychological need satisfaction, and happiness among diverse students. Psychology in the Schools, 56(5), 856-870. 

 

Foreman-Murray, L., Krowka, S., & Majeika, C. E. (2022). A systematic review of the literature related to dropout for students with disabilities. Preventing School Failure: Alternative Education for Children and Youth, 66(3), 228-237. 

 

Fritz, M. S., & MacKinnon, D. P. (2007). Required sample size to detect the mediated effect. Psychological science, 18(3), 233-239. 

 

Fang, J., Zhang, M., & Qiu, H. (2012). Mediation Analysis and Effect Size Measurement: Retrospect and Prospect. Psychological Development and Education, 28(1), 105-111. 

 

Gregory, A., Hafen, C. A., Ruzek, E., Mikami, A.Y., Allen, J. P., & Pianta, R. C. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School psychology review, 45(2), 171-191.  

 

Goetz, J. L., Keltner, D., & Simon-Thomas, E. (2010). Compassion: An evolutionary analysis and empirical review, Psychological Bulletin, 136(3), 351-374. 

 

Griffin, B. W. (2016). Perceived autonomy support, intrinsic motivation, and student ratings of instruction, Studies in Educational Evaluation, 51, 116-125. 

 

Gasser, L., Grütter, J., Buholzer, A., & Wettstein, A. (2017). Emotionally supportive classroom interactions and students’ perceptions of their teachers as caring and just. Learning and Instruction, 54, 82-92. 

 

Gunnell, K. E., Crocker, P. R., Wilson, P. M., Mack, D. E., & Zumbo, B. D. (2013). Psychological need satisfaction and thwarting: A test of basic  psychological needs theory in physical activity contexts. Psychology of Sport and Exercise, 14(5), 599-607. 

 

Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education, 62(1), 60-71.  

 

Goetz, T., Cronjaeger, H., Frenzel, A. C., Lüdtke, O., & Hall, N. C. (2010). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology, 35(1), 44-58. 

 

Garland, H. (1985). A cognitive mediation theory of task goals and human performance. Motivation and Emotion, 9, 345-367. 

 

Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29(4), 462-482. 

 

Geist, E. A., & King, M. (2008). Different, not better: Gender differences in mathematics learning and achievement. Journal of Instructional Psychology, 35(1), 43-52.  

 

Gravetter, F. J. & Wallnau, L. B. (2008). Essentials of statistics for the behavioral sciences (6th ed.). Belmont, CA: Wadsworth/Thomson. 

 

Gessaroli, M. E., & De Champlain, A. F. (1996). Using an Approximate Chi-Square Statistic to Test the Number of Dimensions Underlying the Responses to a Set of Items. Journal of Educational Measurement, 33(2), 157-179. 

 

Guo, M., Liu, R., Zhen, Rui., & Zhuang, H. (2017). The effect of parent attachment to subjective well-being: chain mediating effect of teacher-student relationship and self-Esteem in middle school students. Studies of Psychology and Behavior, 15(3), 351-358. 

 

Gherasim, L. R., Butnaru, S., & Mairean, C. (2013). Classroom environment, achievement goals and maths performance: gender differences. Educational Studies, 39(1), 1-12.  

 

Gatignon, H. (2010). Confirmatory Factor Analysis. In Statistical Analysis of Management Data (pp. 59-122). New York, NY: Springer. 

 

Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R., & Hall, N. C. (2013). Do girls really experience more anxiety in mathematics? Psychological science, 24(10), 2079-2087. 

 

Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex roles, 66, 153-166. 

 

Guillemin, F., Bombardier, C., & Beaton, D. (1993). Cross-cultural adaptation of health-related quality of life measures: literature review and proposed guidelines. Journal of clinical epidemiology, 46(12), 1417-1432. 

 

Gill, M. G., Ashton, P., & Algina, J. (2004). Authoritative schools: A test of a model to resolve the school effectiveness debate. Contemporary Educational Psychology, 29(4), 389-409. 

 

Guo, X., Zhou, H., Dou, G., Liu, C., & Luo, L. (2017). Relationship between parental involvement and academic achievement of elementary school students: Joint moderating effects of educational aspiration and academic self-efficacy. Journal of Beijing Normal University (Social Sciences), 2, 45-53. 

 

Gillen-O’Neel, C. (2021). Sense of belonging and student engagement: A daily study    

of first-and continuing-generation college students. Research in Higher Education, 62(1), 45-71. 

 

Gurin, A., Jeanneret, G., Pearson, M., Pulley, M., Salinas, A., & Castillo-Garsow, C. W. (2017). The dynamics of math anxiety as it is transferred through peer and teacher interactions. Tech. Rep. MTBI-14-05M, Arizona State University. 

 

Galugu, N. S., & Samsinar, S. (2019). Academic self-concept, teacher’s supports and student’s engagement in the school. Jurnal Psikologi Pendidikan & Konseling, 5(2), 141-147. 

 

Gutiérrez, M., & Tomás, J. M. (2019). The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement. Educational Psychology, 39(6), 729-748. 

 

Griggs, M. S., Rimm-Kaufman, S. E., Merritt, E. G., & Patton, C. L. (2013). The Responsive Classroom approach and fifth grade students’ math and science anxiety and self-efficacy. School Psychology Quarterly, 28(4), 360. 

 

Glew, P. J., Ramjan, L. M., Salas, M., Raper, K., Creed, H., & Salamonson, Y. (2019). Relationships between academic literacy support, student retention and academic performance. Nurse education in practice, 39, 61-66. 

 

Ganley, C. M., Mingle, L. A., Ryan, A. M., Ryan, K., Vasilyeva, M., & Perry, M. (2013). An examination of stereotype threat effects on girls’ mathematics performance. Developmental psychology, 49(10), 1886. 

 

Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students’ engagement? A multilevel analysis. Learning and Instruction, 41, 1-10. 

 

Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638.  

 

Hughes, J. N., & Cao, Q. (2018). Trajectories of teacher-student warmth and conflict    

at the transition to middle school: Effects on academic engagement and achievement. Journal of school psychology, 67, 148-162. 

 

Hangen, E. J., Elliot, A. J., & Jamieson, J. P. (2019). Lay conceptions of norm-based approach and avoidance motivation: Implications for the performance-approach and performance-avoidance goal relation. Journal of personality, 87(4), 737-749. 

 

Hallinan, M. T. (2008). Teacher influences on students’ attachment to school. Sociology of Education, 81(3), 271-283. 

 

Huéscar Hernández, E., Moreno-Murcia, J. A., Cid, L., Monteiro, D., & Rodrigues, F. (2020). Passion or perseverance? The effect of perceived autonomy support and grit on academic performance in college students. International journal of environmental research and public health, 17(6), 2143. 

 

Hartnett, M. K. (2015). Influences that undermine learners’ perceptions of autonomy, competence and relatedness in an online context. Australasian Journal of Educational Technology, 31(1), 86-99. 

 

Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for research in Mathematics Education, 20(3), 261-273.  

 

Hardre, P. L., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in, versus drop out of, high school. Journal of educational psychology, 95(2), 347-356. 

 

Hong, W., Liu, R., Zhen, R., Jiang, S., & Jin, F. (2018). Relationships between achievement goal orientations and mathematics engagement among pupils: The mediating roles of academic procrastination and mathematics anxiety. Psychological development and education, 34(2), 191-199. 

 

Hirschi, T. (1969). Causes of delinquency. Berkley, CA: University of California Press. 

 

Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood. Journal of Youth and Adolescence, 41, 156-166. 

 

Hafen, C. A., Allen, J. P., Mikami, A. Y., Gregory, A., Hamre, B., & Pianta, R. C. (2012). The pivotal role of adolescent autonomy in secondary school classrooms. Journal of Youth and Adolescence, 41, 245-255.  

 

Huang X., & Zeng, Y. (2011). The relationship between academic achievement and learning input of junior high school students: a moderated mediation model. Mental Health Educa tion in Primary and Secondary Schools, 21, 4-8. 

 

Holmbeck, G.N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Consulting and Clinical Psychology, 65(4), 599-610. 

 

Havik, T., & Westergård, E. (2020). Do teachers matter? Students’ perceptions of classroom interactions and student engagement. Scandinavian Journal of Educational Research, 64(4), 488-507. 

 

Hayes, A. F. (2012). PROCESS: A versatile computational tool for observed 

variable  mediation,  moderation,  and  conditional  process  modeling. 

Retrieved  May  6,  2020,  from http://www.afhayes.com/public/process2012.pdf 

 

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55. 

 

Hsieh, T. L. (2014). Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan. Higher Education, 68, 417-433. 

 

Hong, E., Peng, Y., & Rowell, L. L. (2009). Homework self-regulation: Grade, gender, and achievement-level differences. Learning and Individual Differences, 19(2), 269-276. 

 

Hangen, E. J. , Elliot, A. J., & Jamieson, J. P. (2018). Lay conceptions of norm-based approach and avoidance motivation: Implications for the performance-approach and performance-avoidance goal relation. Journal of Personality, 87(4), 737-749. 

 

Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children’s intrinsic motivation: a review and synthesis. Psychological bulletin, 128(5), 774-795. 

 

Hoelter, J. W. (1983). The Analysis of Covariance Structures: Goodness-of-Fit Indices. Sociological Methods & Research, 11(3), 325-344. 

 

Hwang, M. H., Choi, H. C., Lee, A., Culver, J. D., & Hutchison, B. (2016). The relationship between self-efficacy and academic achievement: A 5-year panel analysis. The Asia-Pacific Education Researcher, 25, 89-98. 

 

Hill, H. C., Charalambous, C. Y., & Chin, M. J. (2019). Teacher characteristics and student learning in mathematics: A comprehensive assessment. Educational Policy, 33(7), 1103-1134. 

 

Hsieh, T. L., & Yu, P. (2022). Exploring achievement motivation, student engagement, and learning outcomes for STEM college students in Taiwan through the lenses of gender differences and multiple pathways. Research in Science & Technological Education, 1-16. 

 

Hair, J. F., Ringle, C.M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. The Journal of Marketing Theory and Practice, 19 (2), 139-152. 

 

Hair, J. F., Sarstedt, M., Pieper, T. M., & Ringle, C. M. (2012). The use of partial least squares structural equation modeling in strategic management research: a review of past practices and recommendations for future applications. Long range planning, 45(5-6), 320-340. 

 

Hair Jr, J. F., Matthews, L. M., Matthews, R. L., & Sarstedt, M. (2017). PLS-SEM or CB-SEM: updated guidelines on which method to use. International Journal of Multivariate Data Analysis, 1(2), 107-123. 

 

Jin, G., & Wang, Y. (2019). The influence of gratitude on learning engagement among adolescents: the multiple mediating effects of teachers’ emotional support and students’ basic psychological needs. Journal of Adolescence, 77, 21-31.  

 

Jackson-Kersey, R., & Spray, C. (2016). The effect of perceived psychological need support on amotivation in physical education. European Physical Education Review, 22(1), 99-112.  

 

Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600.  

 

Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented korean students? Journal of Educational Psychology, 101(3), 644-661.  

 

Jeno, L. M., Raaheim, A., Kristensen, S. M., Kristensen, K. D., Hole, T. N., Haugland, M. J., & Mæland, S. (2017). The relative effect of team-based learning on motivation and learning: a self-determination theory perspective. CBE-Life Sciences Education, 16(4), ar59. 

 

Jungert, T., & Koestner, R. (2015). Science adjustment, parental and teacher autonomy support and the cognitive orientation of science students, Educational Psychology, 35(3), 361-376. 

 

Jia, X., Cai, L., Lin L., & Lin, C. (2020). The relationship between perceived teachers’ support and academic engagement among high school students: the chain mediating effect of academic self-efficacy and achievement goal orientation. Psychological Development and Education, 36(6), 700-707.  

 

Jang, H. (2008). Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100(4), 798-811. 

 

Jiang, S., Liu, R., Zhen, R., Hong, W., & Jin, F. (2019). Relations between fixed mindset and engagement in math among high school students: Roles of academic self-efficacy and negative academic emotions. Psychological Development and Education, 35(1), 48-56. 

 

Jiang, J., Li, S., & Xu, Y. (2015). A Design Study on Improving Junior High School  

Students’ Learning Engagement Based on the Support of Classmates and Teachers.  

Educational Research and Experiment, 5, 77-81. 

 

Jelas, Z. M., Azman, N., Zulnaidi, H., & Ahmad, N. A. (2016). Learning support and academic achievement among Malaysian adolescents: The mediating role of student engagement. Learning Environments Research, 19, 221-240. 

 

Ji, C., & Zhao, H. (2021). The Relationship Between Teacher Support, Academic Self-efficacy, and Academic Achievement of Primary and Middle School Students: A Meta-analytic Structural Equation Model. Teacher Education Research, 33(6), 106-113. 

 

Jiang, N. (2009). A Research of the Classroom Circumstance and It’s Impact on Students’ Participation in Teaching Process of Maths. Master’s Dissertation, Tianjin Normal University. 

 

Jiang, Z. Zhao, C., Li, H., Huang, Y., & Shu, F. (2018). The Power of Self-regulated Learning Ability: Effect on Learner-Percevied Teacher Support and Satisfaction. Open Education Research, 24(4), 81-89. 

 

Jiang, Y., Lee, C. K. J., Wan, Z. H., & Chen, J. (2021). Stricter teacher, more motivated students? Comparing the associations between teacher behaviors and motivational beliefs of Western and East Asian learners. Frontiers in Psychology, 11, 564327. 

 

Kimbark, K., Peters, M. L., & Richardson, T. (2017). Effectiveness of the student success course on persistence, retention, academic achievement, and student engagement. Community College Journal of Research and Practice, 41(2), 124-138. 

 

Kim, B., Jee, S., Lee, J., An, S., & Lee, S. M. (2018). Relationships between social support and student burnout: A meta-analytic approach. Stress and Health, 34(1), 127-134. 

Kerres Malecki, C. & Kilpatrick Demary, M. (2002). Measuring perceived social support: development of the child and adolescent social support scale (CASSS). Psychology in the schools, 39(1), 1-18. 

 

Kim, L. E., Dar-Nimrod, I. & MacCann, C. (2018). Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement. Journal of Educational Psychology, 110(3), 309-323. 

 

Kong, L. K., & Chang, Y. C. (2019). The effect of teachers’ savoring on creative behaviors: Mediating effects of creative self-efficacy and aesthetic experience. International Journal of Educational Methodology, 5(3), 325-335. 

 

Kaplan, H. (2018). Teachers’ Autonomy Support, Autonomy Suppression and Conditional Negative Regard as Predictors of  Optimal Learning Experience Among High-Achieving Bedouin Students. Social Psychology of Education, 21, 223-255. 

 

Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67-72.  

 

Kanungo, R. N. (1982). Measurement of job and work involvement. Journal of Applied Psychology, 67(3), 341-349.  

 

Katz, I., Assor, A., Kanat-Maymon, Y., & Bereby-Meyer, Y. (2006). Interest as a motivational resource: Feedback and gender matter, but interest makes the difference. Social Psychology of Education, 9, 27-42.  

 

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during 

instruction does not work: an analysis of the failure of constructivist, discovery, 

problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. 

 

Kyndt, E., Dochy, F., Struyven, K., & Cascallar, E. (2011). The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity. Higher Education Research & Development, 30(2), 135-150. 

 

Kikas, E., & Mägi, K. (2017). Does self-efficacy mediate the effect of primary school teachers’ emotional support on learning behavior and academic skills? The Journal of Early Adolescence, 37(5), 696-730. 

 

Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of school health, 74, 262-273. 

 

Karlen, Y., Suter, F., Hirt, C., & Merki, K. M. (2019). The role of implicit theories in students’ grit, achievement goals, intrinsic and extrinsic motivation, and achievement 

in the context of a long-term challenging task. Learning and Individual Differences, 74, 101757. 

 

Keller, C. (2001). Effect of teachers’ stereotyping on students’ stereotyping of mathematics as a male domain. The Journal of social psychology, 141(2), 165-173. 

 

Ke, Z. (2005). How to Promote Students’ Participation in Classroom Teaching. Guangxi Journal of Light Industry, 12, 40. 

 

Kong, Q. (2003). Student participation in mathematics teaching, East China Normal University Press. 

 

Li, Q. (1999). Teachers’ beliefs and gender differences in mathematics: A review. Educational Research, 41(1), 63-76. 

 

Liu, J., Bullock, A., Coplan, R. J., Chen, X., Li, D., & Zhou, Y. (2018). Developmental cascade models linking peer victimization, depression, and academic achievement in Chinese children. British Journal of Developmental Psychology, 36 (1), 47-63. 

 

Legault, L., Green-demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567-582. 

 

Lam, S.f., Jimerson, S., Wong, B. P., Kikas, E., Shin, H., Veiga, F. H., et al (2014).  Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology Quarterly, 29(2), 213-232.  

 

Li, J. (2020). The effect of body image disorder on school adaptation of migrant children in upper grades of primary school: the moderating effect of peer relationship. Chinese Journal of Special Education, 12, 49-54. 

 

Liu, R. D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher support and math engagement: Roles of academic self-efficacy and positive emotions. Educational Psychology, 38(1), 3-16. 

 

Liew, J., Carlo, G., Streit, C., & Ispa, J. M. (2018). Parenting beliefs and practices in toddlerhood as precursors to self-regulatory, psychosocial, and academic outcomes in early and middle childhood in ethnically diverse low-income families. Social Development, 27 (4), 891-909.  

 

Lietaert, S., Roorda, D., Laevers, F., Verschueren, K., & De Fraine, B. (2015). The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement. British Journal of Educational Psychology, 85(4), 498-518. 

 

Lau, K. L., & Lee, J. (2008). Examining Hong Kong students’ achievement goals and their relations with students’ perceived classroom environment and strategy use. Educational Psychology, 28(4), 357-372.  

 

Lau, S., Liem, A. D., & Nie, Y. (2008). Task-and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology, 78(4), 639-662. 

 

Lawler, E. E., & Hall, D. T. (1970). Relationship of job characteristics to job involvement, satisfaction, and intrinsic motivation. Journal of Applied Psychology, 54(4), 305-312. 

 

Li, Y., Doyle Lynch, A., Kalvin, C., Liu, J., & Lerner, R. M. (2011). Peer relationships as a context for the development of school engagement during early adolescence. International Journal of Behavioral Development, 35(4), 329-342.  

 

Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19(2), 119-137. 

 

Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: an international journal, 46(3), 517-528. 

 

Lee, J. (2014). The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality? Journal of Educational Research, 107(3), 177-185. 

 

Linnenbrink, E. A. (2005). The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students’ Motivation and Learning. Journal of educational psychology, 97(2), 197. 

 

Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational psychologist, 37(2), 69-78. 

 

Lau, S., & Nie, Y. (2008). Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology, 100(1), 15-29.  

 

Lee, J. C. K., Zhang, Z., & Yin, H. (2010). Using multidimensional Rasch analysis to validate the Chinese version of the Motivated Strategies for Learning Questionnaire (MSLQ-CV). Eur J Psychol Educ, 25, 141-155. 

 

Liem, H. T., Luong, P. T., Vuong, N. T., & Loc, T. X. (2020). FACTORS AFFECTING SPECIAL TOURISM PRODUCT DEVELOPMENT: CASE STUDY OF BINH THUAN-VIETNAM. International Journal of Management, 11(8), 1263-1268. 

 

Li, T. (2015). The relationship of high school students’ teacher-student relationship, self-esteem and academic help-seeking. Master’s Dissertation, Shandong Normal University. 

 

Lazarides, R., & Rubach, C. (2017). Instructional characteristics in mathematics classrooms: relationships to achievement goal orientation and student engagement. Mathematics Education Research Journal, 29, 201-217. 

 

Lau, C., Kitsantas, A., Miller, A. D., & Drogin Rodgers, E. B. (2018). Perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics: a study of international baccalaureate primary years programme students. Social Psychology of Education, 21, 603-620. 

 

Liu, L., & Liu, Y. (2012). Associations between Students’ Outcomes and Classroom      

Environment in Senior High School English Class. Foreign Language Learning  

Theory and Practice, 4, 76-82. 

 

Li, Y., Huang, B., Li, H., & Si, J. (2022). The Motivation and Persistence of Mathematics Learning of First-Year Students in Junior High School: The Influence of Math-Gender Stereotypes. Journal of Mathematics Education, 31(1), 35-41. 

 

Lin, J., Liu, Y., & Peng, W. (2020). The Relationship between College Students’ Academic Emotion and Learning Engagement: The Mediating Role of Academic Self- Efficacy. Chinese Journal of Special Education, 4, 89-96. 

 

Li, X., Qiao, H., & Liu, Y., & Gao, D. (2019). Perceived Teachers’ Emotional Support and Learning Burnout in Middle School Students: A Mediated Moderation Model. Chinese Journal of Clinical Psychology, 27 (2), 414-417. 

 

Liu, X., Song, Q., & Zhao, Q. (2016). A study on the influence of teachers’ emotional support on different students. Journal of Teaching and Management, 33, 19-21. 

 

Li, W. (2021). Whose support is more effective in promoting learning engagement of junior high school students? Educational Research and Experiment, 6, 84-90. 

 

Liu, Z. (2019). The Impact of High School Students’ Academic Values on Their Learning Engagement: A Multiple Mediator Model. Chinese Journal of Special Education, 1(223), 84-88. 

 

Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47(1), 233. 

 

Luo, N., Li, H., Zhao, L., Wu, Z., & Zhang, J. (2021). Promoting Student Engagement in Online Learning Through Harmonious Classroom Environment. The Asia-Pacific Education Researcher, 31(5), 541-551. 

 

Lu, G., Xie, K., & Liu, Q. (2022). What influences student situational engagement in smart classrooms: Perception of the learning environment and students’ motivation. British Journal of Educational Technology, 53(6), 1665-1687. 

 

Lazarides, R., Gaspard, H., & Dicke, A. L. (2019). Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction, 60, 126-137. 

 

Lei, H., Cui, Y., & Chiu, M. M. (2018). The relationship between teacher support and students’ academic emotions: A meta-analysis. Frontiers in psychology, 8, 2288. 

 

Li, X. (2007). An investigation into students’ participation in mathematics teaching. Master’s Dissertation, Northeast Normal University. 

 

Lin, X., Wang, S., Zhang, M., & Zhou, J. (2009). Influence factors upon migrant children’s school performance. Journal of Beijing Normal University (Social Sciences), 5, 41-47. 

 

Li, F. (2016). An IAT Study of Undergraduate Undergraduate Gender Subject Stereotypes. Journal of Kaifeng Vocational College of Culture & Art, 36(8), 181-183. 

 

Lam, S. F., Wong, B. P., Yang, H., & Liu, Y. (2012). Understanding student engagement with a contextual model. Handbook of research on student engagement, 403-419. 

 

Lam, S. F., Pak, T. S., & Ma, W. Y. K. (2007). Motivating Instructional Contexts Inventory. In P. R. Zelick (Ed.), Issues in the psychology of motivation (pp. 119-136). Huppauge, NJ: Nova Science. 

 

Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment? Child Development, 68 , 1181-1197. 

 

Leech, N., Barrett, K., & Morgan, G. A. (2013). SPSS for intermediate statistics: Use and interpretation. Routledge. 

 

Martin, A. J., Way, J., Bobis, J. & Anderson, J. (2015). Exploring the ups and downs of math engagement in the middle school years. The Journal of Early Adolescence, 35(2), 199-244. 

 

Moreira, P. A., Dias, A., Matias, C., Castro, J., Gaspar, T., & Oliveira, J. (2018). School effects on students’ engagement with school: Academic performance moderates the effect of school support for learning on students’ engagement. Learning and Individual Differences, 67, 67-77. 

 

Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503. 

 

Malecki, C. K. & Demaray, M. K. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18(3), 231-252. 

Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom research. Educational Psychologist, 37(2), 107-114. 

 

Moeini, B., Barati, M., Farhadian, M., & Ara, M. H. (2018). The association between social support and happiness among elderly in Iran. Korean journal of family medicine, 39(4), 260-265. 

 

Martin, A. J., & Collie, R. J. (2019). Teacher-student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, 111(5), 861. 

 

Malecki, C. K. & Elliott, S. N. (1999). Adolescents’ ratings of perceived social support and its importance: validation of the student social support scale. Psychology in the schools, 36(6), 473-483. 

 

Mouratidis, A. Michou, N. Aelterman, L. Haerens & M. Vansteenkiste. (2018). Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination: the mediating role of autonomous and controlled motivation. Educational Psychology, 38(4), 435-450. 

 

Meyer, D. K., & Turner, J. C. (2007). Scaffolding emotions in classrooms. In Emotion in education (pp. 243-258). Academic Press. 

 

McWilliams, E. C. (2015). Self-efficacy, implicit theory of intelligence, goal orientation and the ninth-grade experience. Northeastern University, Boston. 

 

MacPhee, D., Farro, S., & Canetto, S. S. (2013). Academic self-efficacy and performance of underrepresented stem majors: Gender, ethnic, and social class  patterns. Analyses of Social Issues and Public Policy, 13(1), 347-369.  

 

Meece J. L. & Eccles, J. S. (Eds.). (2010). Handbook of research on schools, schooling and human development. Mahwah, NJ: Erlbaum. 

 

Mih, V., Mih, C., & Dragos, V. (2015). Achievement Goals and Behavioral and Emotional Engagement as Precursors of Academic Adjusting. Procedia-Social and Behavioral Sciences, 209, 329-336. 

 

Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710-718. 

 

Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93(1), 77-86. 

 

Martin, A. J. (2009). Motivation and engagement across the academic life span: A developmental construct validity study of elementary school, high school, and university / college students. Measurement Educational and Psychological, 69(5), 794-824. 

Martin, D. P., & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math? Journal of School Psychology, 53(5), 359-373. 

 

Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184. 

 

Mozahem, N. A., Boulad, F. M., & Ghanem, C. M. (2021). Secondary school students and self-efficacy in mathematics: Gender and age differences. International Journal of School & Educational Psychology, 9(sup1), S142-S152. 

 

McClelland, D. C. (1951). Measuring motivation in phantasy: The achievement motive. Groups, leadership and men; research in human relations, 191-205. 

 

McMillan, J. H. & Schmacher, S. (1993). Research Education A Conceptual Introduction (3 th Ed.). New York, NY: Harper Collins College Publishers. 

 

Ma, H., & Gong, Y. (2003). Achievement tests and their applications. Chinese Mental Health Journal, 17(1), 60-63. 

 

Miller, D. I., Eagly, A. H., & Linn, M. C. (2015). Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations. Journal of Educational Psychology, 107(3), 631. 

 

Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child development, 981-992. 

 

Mercer, S. H., Nellis, L. M., Martínez, R. S., & Kirk, M. (2011). Supporting the students most in need: Academic self-efficacy and perceived teacher support in relation to within-year academic growth. Journal of school psychology, 49(3), 323-338. 

 

Mao, X., Wang, Y., & Wei, J. (2017). Relationship between Mathematics Participation, Mathematics Learning Strategies and Mathematics Achievements among Pupils. Journal of Mathematics Education, 26(6), 47-50. 

 

Misbah, Z., Gulikers, J., Maulana, R., & Mulder, M. (2015). Teacher interpersonal behaviour and student motivation in competence-based vocational education: Evidence from Indonesia. Teaching and Teacher Education, 50, 79-89. 

 

Makarova, E., Aeschlimann, B., & Herzog, W. (2019). The gender gap in STEM fields: The impact of the gender stereotype of math and science on secondary students’ career aspirations. Frontiers in Education, 4, 60. 

 

Molinari, L., & Mameli, C. (2018). Basic psychological needs and school engagement: A focus on justice and agency. Social Psychology of Education, 21, 157-172. 

 

Maricu.oiu, L. P., & Sulea, C. (2019). Evolution of self-efficacy, student engagement and student burnout during a semester. A multilevel structural equation modeling approach. Learning and Individual Differences, 76, 101785. 

 

Meer, J., Scott, S., & Pratt, K. (2018). First semester academic performance: The importance of early indicators of non-engagement. Student Success, 9(4), 1-13. 

 

Miller, A. L., Fassett, K. T., & Palmer, D. L. (2021). Achievement goal orientation: A predictor of student engagement in higher education. Motivation and Emotion, 45, 327-344. 

 

Miaoulis, G., & Michener, R. D. (1976). An introduction to sampling. Kendall. 

 

Murthy, M. N., & Rao, T. J. (1988). 7 Systematic sampling with illustrative examples. Handbook of statistics, 6, 147-185. 

 

Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of cardiac anaesthesia, 22(1), 67-72. 

 

MacKinnon, D. P., Lockwood, C. M., & Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate behavioral research, 39(1), 99-128. 

 

McGrath, K. F., & Van Bergen, P. (2015). Who, when, why and to what end? Students at risk of negative student-teacher relationships and their outcomes. Educational Research Review, 14, 1-17. 

 

McMillian, J. H. & Schumacher, S. (1993). Research in education: A conceptual introduction. (3rd. edition). New York: Harper Collins College Publishers. 

 

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.  

 

Nicholls, J. G. (1989). The competitive ethos and democratic education. Harvard University Press. 

 

Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346. 

 

Ng, B. L., Liu, W. C., & Wang, J. C. (2016). Student motivation and learning in mathematics and science: A cluster analysis. International Journal of Science and Mathematics Education, 14, 1359-1376. 

 

Niemi, H., Shuanghong, N. I. U., Vivitsou, M., & Baoping, L. I. (2018). Digital storytelling for twenty-first-century competencies with math literacy and student engagement in China and Finland. Contemporary Educational Technology, 9(4), 331-353. 

Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students. Metacognition and learning, 10, 375-406. 

 

Ni, S., & Wu, X. (2011). Learning Engagement: The Conception, Measurement and Relevant Variables. Psychological Research, 4 (1), 81-87.  

 

Núñez, J. C., Regueiro, B., Suárez, N., Piñeiro, I., Rodicio, M. L., & Valle, A. (2019). Student perception of teacher and parent involvement in homework and student engagement: The mediating role of motivation. Frontiers in psychology, 10, 1384. 

 

Ozkal, N. (2019). Relationships between self-efficacy beliefs, engagement and academic performance in math lessons. Cypriot Journal of Educational Science, 14(2), 190-200. 

 

Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student self-efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of youth and adolescence, 48, 326-340. 

 

Ou, Y. (2005). A Research on the Relation among Teachers’ Expectation, Self- conception of students’ academic achievement, Students’ Perception of Teacher's Behavioral supporting and the Study Achievement. Master’s Dissertation, Guangxi Normal University. 

 

Özdil, S. Ö., & Kutlu, Ö. (2019). Investigation of the mediator variable effect using BK, Sobel and Bootstrap methods (Mathematical literacy case). International Journal of Progressive Education, 15(2), 30-43. 

 

Pöysä, S., Vasalampi, K., Muotka, J., Lerkkanen, M. K., Poikkeus, A. M., & Nurmi, J. E. (2019). Teacher-student interaction and lower secondary school students’ situational engagement. British Journal of Educational Psychology, 89(2), 374-392. 

 

Pierson, L. H., & Connell, J. P. (1992). Effect of grade retention on self-system processes, school engagement, and academic performance. Journal of Educational Psychology, 84, 300-307. 

 

Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary educational psychology, 25(1), 92-104. 

 

Peng, Y., Jiang, B., & Tian, T. (2011). Social Support and Life Satisfaction of Urban Immigrant Children: Schools Adaption to the Intermediary Role. Psychological Exploration, 31(6), 554-558. 

 

Plunkett, S. W., Henry, C. S., Houltberg, B. J., Sands, T., & Abarca-Mortensen, S. (2008). Academic support by significant others and educational resilience in Mexican-origin ninth grade students from intact families. The Journal of Early Adolescence, 28(3), 333-355.  

Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. S., Pituch, K. A., & Freeman, J. L. (2018). Daily autonomy supporting or thwarting and students’ motivation and 

engagement in the high school science classroom. Journal of Educational Psychology, 110(2), 269-288. 

 

Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39(4-5), 319-337. 

 

Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128-150.  

 

Poondej, C., & Lerdpornkulrat, T. (2016). Relationship between motivational goal orientations, perceptions of general education classroom learning environment, and deep approaches to learning. Kasetsart Journal of Social Sciences, 37(2), 100-103. 

 

Phan, H. P. (2010). Students’ academic performance and various cognitive processes of learning: an integrative framework and empirical analysis. Educational Psychology, 30(3), 297-322.  

 

Pekrun R., Elliot A. J., & Maier M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583-597.  

 

Pineda-Báez, C., José-Javier, B. A., Rubiano-Bello, Á., Pava-García, N., Suárez-García, R., & Cruz-Becerra, F. (2014). Student engaement and academic performance in the Columbian University context. RELIEVE-Revista Electrónica de Investigación y Evaluación Educativa, 20(2), 15-30. 

 

Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88 (5), 879-903.  

 

Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge. 

 

Pekrun R., Elliot A. J., Maier M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135.  

 

Pokropek, A., Marks, G. N., & Borgonovi, F. (2022). How much do students’ scores in PISA reflect general intelligence and how much do they reflect specific abilities? Journal of Educational Psychology, 114(5), 1121. 

 

Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school. American educational research journal, 45(2), 365-397. 

Patrick, H., Turner, J. C., Meyer, D. K., & Midgley, C. (2003). How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record, 105(8), 1521-1558. 

 

Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40-51. 

 

Pap, Z., Vîrga, D., Lup.a, D., & Cra.ovan, M. (2021). Building more than knowledge: Teacher’s support facilitates study-related well-being through intrinsic motivation. A longitudinal multi-group analysis. Learning and Individual Differences, 88, 102010. 

 

Qiu, Y., Yao, M., Guo, Y., Zhang, X., Zhang, S., Zhang, Y., Huang, Y., & Zhang, L. (2019). Health-Related Quality of Life of Medical Students in a Chinese University: A Cross-Sectional Study. International journal of environmental research and public health, 16(24), 5165. 

 

Qi, S. (2009). A study on the Students’ Classroom Participation Through Teaching Processes of Senior High School Mathematics Class. Master’s Dissertation, Northeast Normal University. 

 

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist,  55(1), 68-78.  

 

Rimm-kaufman, S. E., Baroody, A. E., Larsen, R. A., Curby, T. W., & Abry, T. (2015). To what extent do teacher-student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170-185.  

 

Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35, 101-111. 

 

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological  needs in motivation, development, and wellness. New York: Guilford Press.  

 

Rueger, S. Y., Malecki, C. K., Pyun, Y., Aycock, C., & Coyle, S. (2016). A meta-analytic review of the association between perceived social support and depression in childhood and adolescence. Psychological Bulletin, 142(10), 1017-1067. 

 

Rueger, S. Y., Malecki, C. K. & Demaray, M. K. (2010). Relationship Between Multiple Sources of Perceived Social Support and Psychological and Academic Adjustment in Early Adolescence: Comparisons Across Gender. Journal of Youth Adolescence, 39, 47-61.  

 

Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28, 147-169.  

 

Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209-218. 

 

Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children's perceptions. Journal of personality and social psychology, 50(3), 550. 

 

Ruzek E. A., Hafen C. A., Allen J. P., Gregory A., Mikami A. Y., & Pianta R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95-103.  

 

Rosenfeld, L. B., Richman, J. M., & Bowen, G. L. (2000). Social support networks and school outcomes: The centrality of the teacher. Child and Adolescent Social Work Journal, 17(3), 205-226. 

 

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. 

 

Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35(2), 101-111. 

 

Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712.  

 

Regueiro, B., Suárez, N., Valle, A., Núñez, J. C., & Rosário, P. (2015). Homework Motivation and Engagement throughout Compulsory Education//La motivación e implicación en los deberes escolares a lo largo de la escolaridad obligatoria. Revista de Psicodidáctica, 20(1), 47-63. 

 

Regueiro, B., Suárez Fernández, N., Estévez, I., Rodríguez Martínez, S., Piñeiro, I., & Valle, A. (2018). Deberes escolares y rendimiento académico: un estudio comparativo entre el alumnado inmigrante y nativo. Revista de Psicología y Educación, 13 (2), 92-98. 

 

Roth, G., & Weinstock, M. (2013). Teachers’ epistemological beliefs as an antecedent of autonomy-supportive teaching. Motivation & Emotion, 37, 402-412. 

 

Rosenthal, H. E., Crisp, R. J., & Suen, M. W. (2007). Improving performance expectancies in stereotypic domains: Task relevance and the reduction of stereotype threat. European Journal of Social Psychology, 37(3), 586-597. 

 

Ryan, R. M., & Deci, E. L. (2008). Self-determination theory and the role of basic psychological needs in personality and the organization of behavior. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 654-678). The Guilford Press. 

 

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: a systematic review and meta-analysis. Psychological bulletin, 138(2), 353-387. 

 

Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. Handbook of research on student engagement, 3-19. 

 

Reeve, J. (2012). A self-determination theory perspective on student engagement. In Handbook of research on student engagement (pp. 149-172). Springer, Boston, MA. 

 

Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American educational research journal, 38(2), 437-460. 

 

Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 2, 3-33. 

 

Ryan, R. M., & Deci, E. L. (2009). Promoting Self-Determined School Engagement. Handbook of Motivation at School, 171. 

 

Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-781.  

 

Strati, A. D., Schmidt, J. A., & Maier, K. S. (2017). Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement. Journal of Educational Psychology, 109(1), 131-147. 

 

Spilt, J. L., Hughes, J. N., Wu, J. Y., & Kwok, O. M. (2012). Dynamics of teacher-student relationships: Stability and change across elementary school and the influence on children’s academic success. Child Development, 83(4), 1180-1195.  

 

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. 

 

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.  

 

Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97-110.  

 

Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79(1), 57-68.  

 

Skinner, E. A., Zimmer-Gembeck, M. J., Connell, J. P., Eccles, J. S., & Wellborn, J. G. (1998). Individual differences and the development of perceived control. Monographs of the society for Research in Child Development, i-231. 

 

Skinner, E. A., & Wellborn, J. G. (1997). Children’s coping in the academic domain. Handbook of children’s coping: Linking theory and intervention, 387-422. 

 

Stroet, K., Opdenakker, M. C., & Minnaert, A. (2013). Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature. Educational Research Review, 9, 65-87.  

 

Semmer, N. K., Elfering, A., Jacobshagen, N., Perrot, T., Beehr, T. A., & Boos, N. (2008). The emotional meaning of instrumental social support. International Journal of Stress Management, 15(3), 235-251. 

 

Scott, J. E., & Walczak, S. (2009). Cognitive engagement with a multimedia ERP training tool:Assessing computer self-efficacy and technology acceptance. Information & Management, 46(4), 221-232. 

 

Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms. Journal of School Psychology, 50(2), 235-255.  

 

Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and teacher child relationship during the school transition. Journal of School Psychology, 43(1), 39-60.  

 

Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness studies, 3, 71-92. 

 

Salanova, M., Llorens, S., & Schaufeli, W. B. (2011). Yes, I can, I feel good, and I just do it! On gain cycles and spirals of efficacy beliefs, affect, and engagement. Applied Psychology: An International Review, 60(2), 255-285. 

 

Seifert, T. L. (1995). Academic goals and emotions: A test of two models. The journal of psychology, 129(5), 543-552. 

 

Smith L., Sinclair K. E., & Chapman E. S. (2002). Students’ goals, self-efficacy, self-handicapping, and negative affective responses: An Australian senior school student study. Contemporary Educational Psychology, 27(3), 471-485.  

 

Su, Y. L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention 

programs designed to support autonomy. Educational Psychology Review, 23, 

159-188. 

 

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231.  

 

Singh, K., Junnarkar, M., & Kaur, J. (2016). Measures of Positive Psychology. Development and Validation. Berlin: Springer. 

 

Steffens, M. C., Jelenec, P., & Noack, P. (2010). On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents. Journal of Educational Psychology, 102(4), 947. 

 

Sun, D. (2016). A study on the influence of teachers’ autonomous support and class goal structure on students’ learning emotion and engagement. Theory and Practice of Education, 36(23), 15-17.  

 

Schnitzler, K., Holzberger, D., & Seidel, T. (2021). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. European Journal of Psychology of Education, 36(3), 627-652. 

 

Shernoff, D. J., Ruzek, E. A., & Sinha, S. (2017). The influence of the high school classroom environment on learning as mediated by student engagement. School psychology international, 38(2), 201-218. 

 

Sökmen, Y. (2021). The role of self-efficacy in the relationship between the learning environment and student engagement. Educational Studies, 47(1), 19-37. 

 

Smetackova, I. (2015). Gender stereotypes, performance and identification with math. Procedia-Social and Behavioral Sciences, 190, 211-219. 

 

Servet, A. T. I. K., & Çelik, O. T. (2021). Analysis of the relationships between academic motivation, engagement, burnout and academic achievement with structural equation modelling. International Journal of Contemporary Educational Research, 8(2), 118-130. 

 

Shi, H, & Fan, F. (2000). Teaching Strategies to Promote Junior High School Students’ Engagement in Mathematics Learning. Modern Primary and Secondary Education, 3, 28-29. 

 

Song, S. (2015). Mathematics for Middle School Students-Gender Stereotype Threats and Dissolution. Journal of the Chinese Society of Education, 3(1), 88-92. 

 

Singh, A. S., & Masuku, M. B. (2014). Sampling techniques & determination of sample size in applied statistics research: An overview. International Journal of economics, commerce and management, 2(11), 1-22. 

 

Tomasetto, C., Alparone, F. R., & Cadinu, M. (2011). Girls’ math performance under stereotype threat: The moderating role of mothers’ gender stereotypes. Developmental psychology, 47 (4), 943-949.  

 

Tas, Y., Subasi, M., & Yerdelen, S. (2019). The role of motivation between perceived teacher support and student engagement in science class, Educational Studies, 45(5), 582-592. 

 

Tas, Y. (2016). The contribution of perceived classroom learning environment and motivation to student engagement in science. European Journal of Psychology of Education, 31, 557-577.  

 

Tardy, C. H. (1985). Social support measurement. American Journal of Community Psychology, 13(2), 187-202.  

 

Taylor, I. M., Ntoumanis, N., & Smith, B. (2009). The social context as a determinant of teacher motivational strategies in physical education. Psychology of Sports & Exercise, 10(2), 235-243. 

 

Trouilloud, D., Sarrazin, P., Bressoux, P., & Bois, J. (2006). Relation between teachers’ early expectations and students’ later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. Journal of Educational Psychology, 98(1), 75-86.  

 

Taylor, I. M., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99(4), 747-760.  

 

Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Trucano, M., & Fulmer, S. M. (2014). Enhancing students’ engagement: Report of a 3-year intervention with middle school teachers. American educational research journal, 51(6), 1195-1226. 

 

Thijs, J., & Verkuyten, M. (2009). Students’ anticipated situational engagement: The roles of teacher behavior, personal engagement, and gender. The Journal of Genetic Psychology, 170(3), 268-286.  

 

Tucker, C. M., Zayco, R. A., Herman, K. C., Reinke, W. M., Trujillo, M., Carraway, K., Wallack, C., Ivery, P. D. (2002). Teacher and child variables as predictors of academic engagement among low-income African American children. Psychology in the Schools, 39(4), 477-488.  

 

Tyson, D. F., Linnenbrink-Garcia, L., & Hill, N. E. (2009). Regulating debilitating emotions in the context of performance: Achievement goal orientations,  achievement-elicited emotions, and socialization contexts. Human Development, 52(6), 329-356.  

Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5, pp. 481-498). Boston, MA: Pearson. 

 

Tan, Q., Peng, Y., & Zhong, Y. (2013). School Maladaptive Schema and Academic Achievement: Mediation of Academic Self-efficacy. Chinese Journal of Clinical Psychology, 21(5), 820-822.  

 

Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: a meta-analysis. Educational Psychology, 42(4), 401-420. 

 

Thornberg, R., Forsberg, C., Hammar Chiriac, E., & Bjereld, Y. (2022). Teacher-student relationship quality and student engagement: A sequential explanatory mixed-methods study. Research papers in education, 37(6), 840-859. 

 

Tomás, J. M., Gutiérrez, M., Pastor, A. M., & Sancho, P. (2020). Perceived social support, school adaptation and adolescents’ subjective well-being. Child Indicators Research, 13, 1597-1617. 

 

Tian, L., Tian, Q., & Huebner, E. S. (2016). School-related social support and adolescents’ school-related subjective well-being: The mediating role of basic psychological needs satisfaction at school. Social Indicators Research, 128, 105-129. 

 

Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44(5), 331-349. 

 

Uchino, B. N. (2006). Social support and health: A review of physiological processes potentially underlying links to disease outcomes. Journal of Behavioral Medicine, 29, 377-387. 

 

Ucar, F. M., & Sungur, S. (2017). The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement. Research in Science & Technological Education, 35(2), 149-168. 

 

Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology, 111(5), 877-902.  

 

Upadyaya, K., & Salmela-Aro, K. (2021). Positive youth development through student engagement: Associations with well-being. Handbook of Positive Youth Development: Advancing Research, Policy, and Practice in Global Contexts, 361-374. 

 

Van den Broeck, A., Ferris, D. L., Chang, C. H., & Rosen, C. C. (2016). A review of  self-determination theory’s basic psychological needs at work. Journal of Management, 42(5), 1195-1229.  

 

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability:  Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263-280.  

 

Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., et al. (2012). Identifying configurations of perceived teacher autonomy support and structure: associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22(6), 431-439. 

 

Vogt, W. P., Gardner, D. C., & Haeffele, L. M. (2012). When to Use What Research Design. New York, NY: Guilford Press. 

 

Vermunt, J. D., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: state of the art and moving forward. Educational psychology review, 29(2), 269-299. 

 

van Rooij, E. C., Jansen, E. P., & van de Grift, W. J. (2017). Secondary school students' engagement profiles and their relationship with academic adjustment and achievement in university. Learning and Individual Differences, 54, 9-19. 

 

Wu, J.-Y., & Hughes, J. N. (2015). Teacher Network of Relationships Inventory: Measurement invariance of academically at-risk students across ages 6 to 15. School Psychology Quarterly, 30(1), 23-36. 

 

Wang, M. T., & Degol, J. (2014). Staying engaged: Knowledge and research needs in student engagement. Child Development Perspectives, 8(3), 137-143. 

 

Wang, M. T., & Eccles, J. S. (2012). Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School. Child Development, 83(3), 877-895.  

 

Wang, M., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. 

 

Wang, Y., Tian, L., & Huebner, E. S. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students. Contemporary Educational Psychology, 56, 130-139. 

 

Wentzel, K. R., Russell, S., & Baker, S. (2016). Emotional support and expectations from parents, teachers, and peers predict adolescent competence at school. Journal of Educational Psychology, 108(2), 242-255.  

 

Wentzel K. R., Muenks K., Mcneish D., & Russell S. (2017). Peer and teacher supports in relation to motivation and effort: A multi-level study. Contemporary Educational Psychology, 49, 32-45.  

 

Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports  from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202.  

 

Wentzel, K. R. (2002). Are effective teachers like good parents? Interpersonal predictors of school adjustment in early adolescence. Child Development, 73, 287-301.  

 

Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96(2) , 236-250. 

 

Wang, M.-T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2016). The math and science engagement scales: Scale development, validation, and psychometric properties. Learning and Instruction, 43, 16-26.  

 

Wang, J., Liu, R. D., Ding, Y., Xu, L., Liu, Y., & Zhen, R. (2017). Teacher’s autonomy  support and engagement in math: multiple mediating roles of self-efficacy, intrinsic value, and boredom. Frontier in Psychology, 8, 1006.  

 

Weber, M, & Ruch, W. (2012). The role of a good character in 12-year-old school children: Do character strengths matter in the classroom? Child Indicators Research, 5, 317-334. 

 

Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722-737.  

 

Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical education online, 25(1), 1742964. 

 

Wimpenny, K., & Savin-Baden, M. (2013). Alienation, agency and authenticity: A synthesis of the literature on student engagement. Teaching in Higher Education, 18(3), 311-326. 

 

Wolters, C. A., Shirley, L. Y., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211-238.  

 

Wu, A. D, & Zumbo, B. D. (2008). Understanding and using mediators and moderators. Social Indicators Research, 87, 367-392. 

 

Watt, H. M. (2016). Gender and motivation. In Handbook of motivation at school (pp. 320-339). Routledge. 

 

Wen, P. (2014). Study on Academic Achievement’s Influential Factors during Compulsory Education Stage. Master’s Dissertation, Northeast Normal University. 

 

Wang, Z. (2017). Relationship Research of Teacher-expectant perception, Perceived Academic Self-efficacy and Academic Achievement. Master’s Dissertation, Southwest University. 

 

Wang, G., & Zhao, Y. (2022). A Meta-analysis about Teacher Autonomy-support and Student Academic Achievement: The Mediation of Psychological Need Satisfaction, Motivation and Engagement. Psychological Development and Education, 38(3), 380-389. 

 

Wang, M.T., Degol, J. L., & Henry, D. A. (2019). An integrative development-in-sociocultural-context model for children’s engagement in learning. American Psychologist, 74(9), 1086.  

 

Wang, M. T., & Hofkens, T. L. (2020). Beyond classroom academics: A school-wide and multi-contextual perspective on student engagement in school. Adolescent Research Review, 5, 419-433. 

 

Wang, C. J., Liu, W. C., Kee, Y. H., & Chian, L. K. (2019). Competence, autonomy, and relatedness in the classroom: understanding students’ motivational processes using the self-determination theory. Heliyon, 5(7), e01983. 

 

Wang, T., Yang, M., & Si, J. (2018). The relationship between mathematics gender stereotypes, mathematics anxiety and mathematics achievement in high school students. Youth and Adolescent Studies, 1, 23-30. 

 

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological review, 92(4), 548-573. 

 

Wang, G., She, W., & Song, J. (2014). The Psychological Structures Model of Highly Effective Mathematics Learning Based on the NVivol0 Qualitative Analysis. Studies of Psychology and Behavior, 12(1), 74-79. 

 

Xiao, L., & Liu, J. (2017). The impact of family socioeconomic status on students’ academic achievement: an analysis of the mediating role of parental involvement and academic self-efficacy. Educational Science Research, 12, 61-66. 

 

Xerri, M. J., Radford, K., & Shacklock, K. (2018). Student engagement in academic activities: a social support perspective. Higher education, 75, 589-605. 

 

Xie, T. (2018). Research on the Relationship between Junior High School Students’ Maths Learning Investment and Academic Achievement. Master’s Dissertation, Southwest University University. 

 

Yang, C., Bear, G. G., & May, H. (2018). Multilevel associations between school-wide social–emotional learning approach and student engagement across elementary, middle, and high schools. School Psychology Review, 47(1), 45-61. 

 

Yu,, C., Li, X., Wang, S., & Zhang, W. (2016). Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study. Journal of Adolescence, 49(1), 115-123.  

 

Yang, Y., Li, G., Su, Z., & Yuan, Y. (2021). Teacher’s Emotional Support and Math Performance: The Chain Mediating Effect of Academic Self-Efficacy and Math Behavioral Engagement. Frontiers in Psychology, 12, 651608. 

 

Yin, R.K. (1989), Case-Study Research: Design and Methods, Sage, Newbury Park, CA. 

 

Yang, Y., Yuan, Y., Tan, H., Wang, Y., & Li, G. (2021). The linkages between Chinese children’s both cognitive engagement and emotional engagement and behavioral engagement: Mediating effect of perceptions of classroom interactions in math. Psychology in the Schools, 58(10), 2017-2030. 

 

York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical assessment, research, and evaluation, 20(1), 5. 

 

Ye, B., Fu, H., Yang Q., You, Y., L, Y., & Chen, J. (2017). Teacher’s Caring Behavior and Adolescents’ Internet Addiction: a Chain Mediating Model. Chinese Journal of Clinical Psychology, 25(6), 1168-1174.  

 

Yu, R., & Singh, K. (2018). Teacher support, instructional practices, student motivation, and mathematics achievement in high school. The Journal of Educational Research, 111(1), 81-94. 

 

Yun, G. (2006). The Study on Student’s Classroom Participation and it’s influencing factors. Master’s Dissertation, Nanjing Normal University. 

 

Yan, L. (2006). The study of student participation on the primary and middle-school students’ mathematical situations and posing problems teaching. Master’s Dissertation, Guizhou Normal University. 

 

Yan, C. (2021). A Study on the Relationship between High School Students’ Mathematics Learning View, Mathematics Learning Invest and Academic Performance. Master’s Dissertation, Central China Normal University. 

 

Yu, Z. (2019). Research on relationship between teachers’ support and students’ learning engagement in higher vocational colleges-based on analysis of  mediating effect of academic self-efficacy. Vocational and Technical Education, 17(40), 65-70. 

 

Zhou, L. H., Ntoumanis, N., & Thøgersen-Ntoumani, C. (2019). Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator. Contemporary Educational Psychology, 58, 323-330. 

 

Zheng, H., & Zhang, M. (2008). Developing teacher-expectancy consciousness scale for middle school students. Psychological Development and Education, 24(3), 113-118. 

 

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17. 

 

Zhen, R., Liu, R. D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating  roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216.  

 

Zhou, Y., & Tan, D. (2011). On the Involvement in Mathematics Learning by Mathematically Gifted or Mathematically Disabled Junior High School Students. Chinese Journal of Special Education, 12, 53-57.  

  

Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of educational Psychology, 82(1), 51-59. 

 

Zhou, M. (2013). Using traces to investigate self-regulatory activities: A study of self-regulation and achievement goal profiles in the context of web search for academic tasks. Journal of Cognitive Education and Psychology, 12(3), 287-305. 

 

Zhou, H., Bao W., & Li H. (2012). Carry out the evaluation of college students’ academic achievement to promote the quality of talent training. China Higher Education, 1, 53-55. 

 

Zhang, T., Xue, L., Zhang, Y., & Sun, Y. (2021). Research of the contribution of classroom environment and learning interest to student engagement in mathematics. Journal of Southwest University(Natural Science Edition), 43(4), 10-17. 

 

Zhang, Q., & Wang, H. (2019). Multiple-modality Data Representation of Learning Engagement: Supporting Theory, Research Framework and Key Technologies. e-Education Research, 40(12), 21-28. 

 

Zhuang, H., Liu, R., Liu, Y., Wang, J., Zhen, R., & Xu, L. (2016). Self-Efficacy Mediate the Association between Social Support and Learning Persistence in Middle School Students in Mathematics. Psychological Development and Education, 32(3), 317-323. 

 

Zhang, Z., Yang, X., Mu, X., & Wang, L. (2021). A study on the influence of student engagement and learning opportunity on junior middle school students’ mathematics achievement: Based on estimates of multilevel model. Journal of Southwest University (Natural Science Edition). 43(4), 18-26. 

 

Zhou, D., Du, X., Hau, K. T., Luo, H., Feng, P., & Liu, J. (2020). Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety. Educational Psychology, 40(4), 473-489. 

 

Zeng, Q. (2001). Student participation and its effects on student development. Journal of Educational Studies, 1, 4-7. 

 

Zhao, L. (2002). On student participation. Journal of the Chinese Society of Education, 4, 26-29. 

 

Zhang, L. (2008). Empirical study to senior high school student engagement in biology teaching. Master’s Dissertation, East China Normal University. 

 

Zhang, W. (2005). Designing different level learning activities to promote students’ participation in English learning. Master’s Dissertation, Capital Normal University. 

 

Zong, S., & Cheng, L. (2019). An Empirical Study of Primary School Students’ Chinese Learning Burnout and Its Intervention-Take Xuzhou C Elementary School for Example. Educational Measurement and Evaluation, 4, 58-64. 

 

Zhang, D. (2015). Educational Psychology (Third Edition). People’s Education Press. 

 

Zhang, L., & Xu, Z. (2018). The sampling method of nuance. Journal of mathematics, 57(5), 27-33.  

 

 

 

 

 

  

 

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.