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  • Cited by 48
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    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Vassilopoulos, Stephanos P. Diakogiorgi, Kleopatra Brouzos, Andreas Moberly, Nicholas J. and Chasioti, Maria 2018. A Problem-Oriented Group Approach to Reduce Children's Fears and Concerns About the Secondary School Transition. Journal of Psychologists and Counsellors in Schools, Vol. 28, Issue. 01, p. 84.

    Isik, Ulviye Tahir, Omaima El Meeter, Martijn Heymans, Martijn W. Jansma, Elise P. Croiset, Gerda and Kusurkar, Rashmi A. 2018. Factors Influencing Academic Motivation of Ethnic Minority Students: A Review. SAGE Open, Vol. 8, Issue. 2, p. 215824401878541.

    Phan, Huy P. and Ngu, Bing H. 2018. An examination of social and psychological influences on academic learning: a focus on self-esteem, social relationships, and personal interest. Social Psychology of Education, Vol. 21, Issue. 1, p. 51.

    Zarrett, Nicole Abraczinskas, Michelle Skiles Cook, Brittany Wilson, Dawn K. and Ragaban, Faten 2018. Promoting physical activity within under-resourced afterschool programs: A qualitative investigation of staff experiences and motivational strategies for engaging youth. Applied Developmental Science, Vol. 22, Issue. 1, p. 58.

    Gray, DeLeon L. Hope, Elan C. and Matthews, Jamaal S. 2018. Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures. Educational Psychologist, Vol. 53, Issue. 2, p. 97.

    Bakadorova, Olga and Raufelder, Diana 2017. The Interplay of Students’ School Engagement, School Self-Concept and Motivational Relations during Adolescence. Frontiers in Psychology, Vol. 8, Issue. ,

    Dawes, Molly 2017. Early adolescents’ social goals and school adjustment. Social Psychology of Education, Vol. 20, Issue. 2, p. 299.

    Zdaniuk, Agnes Gruman, Jamie A. and Cassidy, Scott A. 2017. PowerPoint slide provision and student performance: the moderating roles of self-efficacy and gender. Journal of Further and Higher Education, p. 1.

    Dawes, Molly Chen, Chin-Chih Farmer, Thomas W. and Hamm, Jill V. 2017. Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology. Journal of Youth and Adolescence, Vol. 46, Issue. 11, p. 2273.

    Zee, Marjolein and de Bree, Elise 2017. Students’ self-regulation and achievement in basic reading and math skills: the role of student–teacher relationships in middle childhood. European Journal of Developmental Psychology, Vol. 14, Issue. 3, p. 265.

    Bakadorova, Olga and Raufelder, Diana 2016. Do socio-motivational relationships predict achievement motivation in adolescents with high and low school self-concepts?. The Journal of Educational Research, Vol. 109, Issue. 3, p. 219.

    Yang, Lan Sin, Kuen-fung and Lui, Ming 2015. Social, Emotional, and Academic Functioning of Children with SEN Integrated in Hong Kong Primary Schools. The Asia-Pacific Education Researcher, Vol. 24, Issue. 4, p. 545.

    Meltem, AKIN KOSTERELIOGLU and Ilker, KOSTERELIOGLU 2015. Effects of high school students perceptions of school life quality on their academic motivation levels. Educational Research and Reviews, Vol. 10, Issue. 3, p. 274.

    Dursley, Louise and Betts, Lucy 2015. Exploring children’s perceptions of the perceived seriousness of disruptive classroom behaviours. Educational Psychology, Vol. 35, Issue. 4, p. 416.

    Raufelder, Diana and Hoferichter, Frances 2015. Development and Validation of the Teacher and Motivation (TEMO) Scale: A Self-Report Measure Assessing Students’ Perceptions of Liked and Disliked Teachers as Motivators. International Journal of School & Educational Psychology, Vol. 3, Issue. 2, p. 97.

    Jagenow, Danilo Raufelder, Diana and Eid, Michael 2015. The development of socio-motivational dependency from early to middle adolescence. Frontiers in Psychology, Vol. 6, Issue. ,

    Tezci, Erdogan Sezer, Fahri Gurgan, Ugur and Aktan, Sumer 2015. A Study on Social Support and Motivation. The Anthropologist, Vol. 22, Issue. 2, p. 284.

    Jones, Jeffrey N. Warnaar, Bethany L. Bench, Joshua H. and Stroup, John 2014. Promoting the development of moral identity, behavior, and commitment in a social action program. Journal of Peace Education, Vol. 11, Issue. 2, p. 225.

    Ali, Jinnat McInerney, Dennis M. Craven, Rhonda G. Yeung, Alexander Seeshing and King, Ronnel B. 2014. Socially Oriented Motivational Goals and Academic Achievement: Similarities Between Native and Anglo Americans. The Journal of Educational Research, Vol. 107, Issue. 2, p. 123.

    Bakadorova, Olga and Raufelder, Diana 2014. The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students. European Journal of Psychology of Education, Vol. 29, Issue. 3, p. 347.

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Book description

How are children's social lives at school related to their motivation to achieve and how do motivational and social processes interact to explain children's adjustment at school? This volume, first published in 1990, features work by leading researchers in educational and developmental psychology and provides perspectives on how and why children tend to thrive or fail at school. The individual chapters examine the unique roles of peers and teachers in communicating and reinforcing school-related attitudes, expectations, and definitions of self. Relations of children's school adjustment to school motivation, interpersonal functioning, and social skillfulness are also explored. The developmental and social perspectives on motivation and achievement presented in this volume provide new insights into the complex processes contributing to school success.

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