The influence of achievement motivation, academic self-concept and the student teacher relationship in predicting school engagement
School engagement has garnered interest in the academic research as a protective factor from many undesirable academic outcomes in high school. Maladaptive engagement patterns may begin to form as early as elementary school, therefore examining early predictors may be helpful in trying to identify a...
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| Format: | Others |
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Scholarly Commons
2013
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| Online Access: | https://scholarlycommons.pacific.edu/uop_etds/121 https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=1120&context=uop_etds |