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- W2558351905 abstract "Schools and classrooms are the setting for much of the formal learning that occurs in an individual’s life. In schools, educators work to ensure that all students are provided with an opportunity to find success in academic pursuits. However, schools are also a social arena where students learn through their interactions how to work appropriately and effectively with others (Juvonen 2006). For example, in a given day, an individual student is likely to interact multiple times with teachers, peers, and school staff. Historically, the quality of these relationships and student engagement and achievement may have been viewed as distinct and unrelated. However, the past two decades have seen increased attention to how perceptions of relationship quality in school influence academic outcomes (Pianta et al. 2012; Skinner and Pitzer 2012; Wentzel 1999). The results of this research suggest that a full account of academic achievement or success in school must include the quality of the teacher-student relationship (Hughes and Kwok 2006; Ryan et al.1994; Wentzel 1997)." @default.
- W2558351905 created "2016-12-08" @default.
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- W2558351905 date "2015-05-22" @default.
- W2558351905 modified "2023-09-23" @default.
- W2558351905 title "The importance of teacher–student relationships for student engagement and achievement" @default.
- W2558351905 doi "https://doi.org/10.4324/9781315716923-28" @default.
- W2558351905 hasPublicationYear "2015" @default.
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