Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement.

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Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement.

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2017 nî lūn-bûn

@nan

2017年の論文

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2017年学术文章

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2017年学术文章

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2017年学术文章

@zh-cn

2017年学术文章

@zh-hans

2017年学术文章

@zh-my

2017年学术文章

@zh-sg

2017年學術文章

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2017年學術文章

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name

Trajectories of teacher-studen ...... ic engagement and achievement.

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Trajectories of teacher-studen ...... ic engagement and achievement.

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Item

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Trajectories of teacher-studen ...... ic engagement and achievement.

@en

Trajectories of teacher-studen ...... ic engagement and achievement.

@nl

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Trajectories of teacher-studen ...... ic engagement and achievement.

@en

Trajectories of teacher-studen ...... ic engagement and achievement.

@nl

P1476

Trajectories of teacher-studen ...... ic engagement and achievement.

@en

P2093

Jan N Hughes

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Qian Cao

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P2860

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.

Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade.

Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.

Teacher-Child Relationships from Kindergarten to Sixth Grade: Early childhood predictors of teacher-perceived conflict and closeness.

An interaction-based approach to enhancing secondary school instruction and student achievement

Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?

Best practices for missing data management in counseling psychology.

Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes.

The Strengths and Difficulties Questionnaire: a research note.

Teacher Network of Relationships Inventory: measurement invariance of academically at-risk students across ages 6 to 15.

P304

148-162

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scholarly article

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10.1016/J.JSP.2017.10.003

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P478

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2017-11-04T00:00:00Z

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29571530

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P921

middle school

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5868433

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