نوع المستند : المقالة الأصلية
المؤلف
الأستاذ المساعد بقسم الصحة النفسية - کلية التربية- جامعة الإسکندرية
المستخلص
الكلمات الرئيسية
21-Akin, S. (2009). what does the community collage survey of student engagement (ccsse) have to do with learning? Community college. Journal of Research and Practice, 33 (8), 615 -617.
22-Appleton, J., christen son, L. & Furlong, J. (2008). Student engagement with school: critical conceptual and methodological issues of the construct. Journal of Psychology in the Schools, 45(5), 369 -386.
23-Appleton, J., Christenson, S.,kim, D.&Reschly, A. (2006).Measuring cognitive and psychological engagement : validation of the student engagement instrument . Journal of School Psychology, 44, 427-445.
24-Avenilla, F. (2003).Assessing the links between emotional and behavioral school engagement and academic outcomes among high school students. ProQuest Dissertation and Theses Database( UMI,No.3098223).
25-Azevedo, F., Disessa, A. &Sherin, B. (2012). An evolving frame work for describing student engagement in class room activities. The Journal of Mathematical Behavior, 31 (2), 270 -289.
26-Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition presence for online student affective learning, cognition and motivation. Journal of Educators Online; 7(1), 21 -32.
27-Ballester, E. (2015). Verbal and nonverbal teacher immediacy and foreign language anxiety in an efl university course portalinguarum, (23), 9 – 24.
28-Burleson, B. &kunkel, A. (2002). Parental and peer contribution to the emotional support skills of the child : from whom do children earn to express support ?. Journal of Family Communication , 2, 79-97
29-Bryson, C. (2014). Understanding & Developing Student Engagement. Abingdon: Rout ledge.
30-Burleson, B. (2003). The experience and effects of emotional support : what the study of cultural and gender differences can tell us about close relationships. Emotion and Interpersonal Communication Personal Relationships , 10 (1), 1-23.
31-Campbell, K. & Wright, B. (2002). On-Line support groups: an investigation of relationship among source credibility dimensions of relational communication and perception of emotional support .Communication Research Reports, 19, 183-193.
32-Chapman, E. (2003). Alternative approaches to assessing student engagement rates practical assessment. Research & Evaluation, 8(13), 1.
33-Chaves, C. (2003). Student involvement in the community collage setting. Journal of Educational Psychology, 3(1), 20-39.
34-Chickernig, W. &Gamson, F. (2012). Seven Principles for Good Practice. New York: Galluppress.
35-Cohen, S. (2004). Social relationships and health. American Psychologist, 59 (8), 676-684.
36-Corpus, J., Mcclintic Gilbert, M.&Hayenga, A. (2009). Within year changes in children`s intrinsic and extrinsic motivational orientation: contextual predictors and academic out comes contemporary. Educational Psychology, 34, 154-166.
37-Côté, S.; Bouffard, T.& Vezeau, C.(2014). The Mediating Effect of Self-Evaluation Bias of Competence on the Relationship between Parental Emotional Support and Children's Academic Functioning. British Journal of Educational Psychology, 84 (3) ,415-434.
38-Culver, J. (2015). Relationships Quality and student engagement. PhD. Dissertation, Wayne state university, Detroit Michigan.
39-Dennis, M; Masthoff, J; Mellish, C.(2016). Adapting Progress Feedback and Emotional Support to Learner Personality. International Journal of Artificial Intelligence in Education, 26 (3) ,877-931.
40-Dompnier, B, Darnon, C. &Butera,F. (2009). Faking the desire to learn a clarification of the link between mastery goals and academic achievement. Psychological Science, 20(8), 939-943.
41-Downes, P. (2018). The Neglected Shadow: European Perspectives on Emotional Supports for Early School Leaving Prevention. "International Journal of Emotional Education, 10 (2) ,122-130.
42-Duncan, T. &Mc-keachie, J. (2005). The making of the motivated strategies for learning questionnaire. journal of Educational Psychology, 40, 117-128.
43-Federici, R.& Skaalvik, E.(2014). Students' Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses. International Education Studies, 7 (1), 21-36.
44-Finn, J.&Zimmer, K. (2012). Student engagement: what is it? Why does it matter? . In Hand Book of Research on Student Engagement. christen son, S., Reschly, A., wy lie, C., Eds, Springer, 97-131.
45-Finning, K; Harvey, K; Moore, D; Ford, T; Davis, B& Waite, P.(2018). Secondary School Educational Practitioners' Experiences of School Attendance Problems and Interventions to Address Them: A Qualitative Study. Emotional & Behavioral Difficulties, 23 (2) ,213-225.
46-Furlong, M. (2008). Engaging student at school with learning: A Relative construct for all student. Psychology in the Schools, 45(5), 365-368.
47-Fredricks, A., closkey, W., Meli, J., Mordica, J., Montrosse, B. & Mooney, K.(2011). Measuring student engagement in upper elementary through high school: A description of 21 instrument (Issue & answers report, 2011 –No.098) Washington, DC: U.S. Department of education, institute of education science national center for education evaluation and regional assistance, Regional educational laboratory southeast.
48-Fredericks,A., Blumenfeld, C. & Paris, H. (2004). School engagement: potential of the concept, state of the evidence. Journal of Review of Educational Research, 74, 59-109.
49-Furlong, M. (2008). Engaging student at school and with learning: A relative construct for all students. Psychology in the Schools. (45), (5), 365-368.
50-Furlong, M., Whiple, A., Jean, G., Simental, J. &punthuna, S. (2003). Multiple context of school engagement: Moving towards a unifying framework for educational research and practice. The California School Psychologist, 8, 99-113.
51-Griggs, M., Mikami, A.& Rimm-Kaufman, S.(2016). Classroom Quality and Student Behavior Trajectories in Elementary School. Psychology in the Schools, 53 (7) ,690-704.
52-Gonida, E., Voulala, K. &Visseoglou, G.(2009). Students achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescents. Learning and Individual Differences, 19(1), 53-60.
53-Gottschalg, O. &Zollo,M. (2007). Interest alignment and competitive advantage. Journal of Academy of Management Review, 32(2), 418-437.
54-Harris, L. (2011). Secondary teacher conceptions of student engagement in learning or in schooling. Teaching and Teacher Education, 27, 376-386.
55-Healey, M., Flint, A. &Harringtonk, K. (2014). Engagement through Partnership: Student as Parents in Learning & Teaching in Higher Education.New york: HEA.
56-Hughes, G. (2014). The effect of mediate immediacy upon state motivation and cognitive learning in an online lesson. PhD. Dissertation university of Kentucky.
57-Hughes, J., Luo,W., kwok, O. &loyd, L. (2008). Teacher- student support, effortful engagement, and achievement: A 3 years longitudinal study. Journal of Educational Psychology, 10(1), 1-14.
58-Hughes, J., Zhang,D. & Hill, O. (2006). Peer Assessment of normative and individual teacher student support predict .Social acceptance and engagement among low achieving children. Journal of School Psychology. 43, 447-463.
59-Irungu, J. (2010). The relationship between engagement and perceived academic, senior international undergraduate student in research universities. University of Kansas, PhD., Proquest, ui, N.3341142.
60-Jairam,D.& Kahi,D.(2012). Navigating the doctoral experience: The role of social support in successful degree completion. International journal of Doctoral Studies, 7,311-329.
61-Jeanne, M., Hinke,L.,&Luzzo, D.(2007).Mental health and career development of college student . Journal of Counseling & Development, 85 (1) , 143-147 .
62-Kashy-Rosenbaum, G.; Kaplan, O.& Israel-Cohen, Y.(2018). Predicting Academic Achievement by Class-Level Emotions and Perceived Homeroom Teachers' Emotional Support. Psychology in the Schools, 55, (7) ,770-782.
63-Kikas, E.& Mägi, K.(2017). Does Self-Efficacy Mediate the Effect of Primary School Teachers' Emotional Support on Learning Behavior and Academic Skills?. Journal of Early Adolescence, 37 (5), 696-730.
64-Kuch,G., Cruce, T., Shoup, R., kinzie, j. &Gonyea, R. (2008). Unmasking the effects of student engagement on first year college grades and persistence. Journal of Higher Education, 79(5), 540-563.
65-Kuh, G. (2009). The national survey of student engagement: Conceptual and empirical foundations. New directions for Institutional Research, 141, 5-12.
66-Klem, A. &Connell,J. (2004). Relationships matter: linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273.
67-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.
68-Lewis, C. (2011). Can you help me "exploring the influence of a monitoring program on high school males" of color academic engagement and self-perception in schools. Doctoral Dissertations and These (UMI,No.3453600).
69-Liem, G. & Martin, A. (2012). The motivation and engagement scale: Theoretical framework, psychometric properties, and applied yields. Australian Psychologist, 47(1), 3-13.
70-Linnenbrink, G. &Pekrun, R. (2011). Students emotions and academic engagement: Introduction to the special issue (special issue). Contemporary Educational Psychology, 3 (5), 1-3.
71-Marks, M.(2000). Student engagement in instructional activity: Patterns in the elementary, middle and high school years. American Educational Research Journal, 37(1), 153-184.
72-Martin, A. (2012). High school motivation and engagement Gender and age effects. Online submission .Eric.ed.Gov/full text/ed 532692.pdf.
73-Maslow, A.(1999). Toward a Psychology of Being. New York: Wiley & Sons.
74-Mazer, J.(2017). Associations among Classroom Emotional Processes, Student Interest, and Engagement: A Convergent Validity Test. Communication Education, 66 (3) ,350-360.
75-MC-Clenney, M. (2006). Benchmarking effective educational practice. New Directions for Community College, 13(4), 47-55.
76-Mclaughlin, J. Griffin, L., Esserman, D., David son, C., Glatt, D., Roth, M., Gharkholonarehe, N. &Mumper, R. (2013). Pharmacy student engagement performance & perception in a flipped satellite class room. American Journal of Pharmaceutical Education, 77 (9), 196.
77-MC-Neely, C., Nonnemaker, J. &Blum, R.(2002). Promoting school connectedness evidence from the national longitudinal study of adolescent health. Journal of School Health, 72,138-160.
78-Meyerberg, J.& legg, A. (2015). Assessing professor student relationship using self-Report scales in: Jhangiani, R., Troisi, J; Fleck, B;legg, A. & Hussey, H. (Eds), A compendium of scales for use in the scholarships of teaching and learning. Society for the Teaching of Psychology, 149-160.
79-Noam, G. & Fiore, N. (2004). Relationships across multiple setting. An overview. New Direction for Youth Development, fall: Wiely periodicals inc.
80-Oluwatomiwo, O.(2015). Development and Validation of Social Provision Scale on First Year Undergraduate Psychological Adjustment. Journal of Education and Practice, 6 (28),78-90.
81-Oz, A.& Dolapçioglu, S.(2019). Evaluating the Student-Teacher Relationship in Elementary Schools: "My Teacher & I-Child". Asian Journal of Education and Training, 5 (1) ,8-17.
82-Pik, G., Smart, j.& Ethington, C. (2012). The mediating effects of student engagement on the relationship between academic disciplines and learning outcomes: An Extension of Holland`s theory. Research in Higher Education, 53, 5, 550-575.
83-Pössel, P.; Rudasill, K.; Sawyer, M.; Spence, S.& Bjerg, A.(2013). Associations between Teacher Emotional Support and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study. Developmental Psychology, 49 (11), 2135-2146.
84-Prewett, S.; Bergin, D.& Huang, F.(2019). Student and Teacher Perceptions on Student-Teacher Relationship Quality: A Middle School Perspective. School Psychology International, 40 (1) ,66-87.
85-Ramirez, L.; Machida, S.; Kline, L.& Huang, L.(2014). Low-Income Hispanic and Latino High School Students' Perceptions of Parent and Peer Academic Support. Contemporary School Psychology, 18 (4) ,214-221.
86-Regner, I. & Dumas, F. (2010). Students` perceptions of parental & teacher academic involvement: consequences on achievement goals. European Journal of Psychology of Education, 24, 263-271.
87-Regoli, R. &Hewitty, J. (2000). Delinquency inSociety. New york: McGraw Hill.
88-Rice, F. &Dolgin, K. (2005). The adolescent: Development Relationships and Culture. 11thed. Bosten: M.A. person.
89-Rucinski, C.; Brown, J.& Downer, J.(2018). Teacher-Child Relationships, Classroom Climate, and Children's Social-Emotional and Academic Development. Journal of Educational Psychology, 110 (7), 992-1004.
90-Rudasill, K.; Gallagher, K.& White, J.(2014). Temperamental Attention and Activity, Classroom Emotional Support, and Academic Achievement in Third Grade. Journal of School Psychology, 48 (2), 113-134.
91-Ruzek, E.; Hafen, C.; Allen, J.; Gregory, A.; Mikami, A.& Pianta, R.(2016). How Teacher Emotional Support Motivates Students: The Mediating Roles of Perceived Peer Relatedness, Autonomy Support, and Competence. Grantee Submission, Learning and Instruction, 42 ,95-103.
92-Saeed, S. &Zyngier, D.(2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252-267.
93-Saeki, E. & Quirk, M. (2014). Getting students engaged might not be enough: the importance of psychological needs satisfaction on social emotional and behavioral functioning among early adolescents. Social Psychology of Education: An international Journal, 18 (2), 355-371.
94-Salmea, M. (2005). What is emotional authenticity?. Journal from the Theory of Social Behavior, 35(3), 209-230.
95-Santrock, K. (2003). Adolenece. 9thed. Boston: McGraw-Hill.
96-Sarafino, E. (1998). Health psychology: Bio psychosocial Interaction. New York: Johan wily and sons.
97-Sarwar, M. &Ashrafi, G. (2014). Students ` commitment, Engagement and locus of control as predictor of academic achievement at higher education level. Current issue in Education, 17 (3), 93-97.
98-Schroder, S. (2010) Teacher beliefs instructional behaviors and student engagement in learning from texts with instructional pictures. Learning Instruction, 1-13.
99-Sedaghat, M., Abedin, A., Hejazi, E., & Hassan, H (2011), Motivation, Cognitive engagement and academic achievement. Procedia-Social and Behavioral Sciences, 15, 2406-2410.
100-Shernoff, D.(2013). Optima learning environment to promote student engagement. New York: Springer science, D.A.I.: 10.1007/ 978-1-4614-7089-2.
101-Shernoff, D., Cskszentmihalyi, M., Schneider, B. &Shernoff, E. (2003) Student engagement in high school class rooms from the perspective of flow theory. School Psychology Quarterly, 18 (2), 158-176.
102-Shin, H.; Ryan, A.(2017). Friend Influence on Early Adolescent Disruptive Behavior in the Classroom: Teacher Emotional Support Matters. Developmental Psychology, 53 (1) ,114-125.
103-Spiegel, D. &kimerling, R. (2001). Group psychotherapy for women with breast bancer: Relationships among social support, emotional expression and survival emotion, social relationships and health. In C.D. Ryff & B.H. singer (Eds.), Emotion, Social Relationships and Health. (pp.97-103). New York: Oxford university press.
104-Strange, C. & Banning, H. (2001). Educating by design: Creating campus learning environments that work. San Francisco.
105-Taylor, J. &Nelms, L. (2006). School engagement and life chance in 15 years old and transition. on WWW.bsl.org.au .
106-Tennant, J.; Demaray, M.; Malecki, C.; Terry, M.; Clary, M.& Elzinga, N.(2015). Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being.School Psychology Quarterly, 30 (4), ,494-512.
107-Tinio, M. (2009). Academic engagement scale for grade school student .The assessment hand book 2, 64-75. Retrieved from http://pemea.org.ph/docs/v2-Assessment Handbook.
108-Vanuden, J., Ritzen, K. &pieters, J.(2014). Engaging student: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education. 37, 21-32.
109-Veiga, F.( 2016). Assessing student engagement in school: development and validation of a four-dimensional scale procedural. Social and behavioral sciences, 217, 813-819.
110-Walker, C., Gerrne,B. &Mansell, R.(2006). Identification with academics intrinsic / extrinsic motivation and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16 (1), 1-12.
111-Wang, M. &Eccles, J.(2013). School context, achievement motivation and academic engagement: A Longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23.
112-Wang, M., Willet, J. &Eccles, J.(2011). The assessment of school engagement: Examining dimensionality and measurement in variance by gender and race / ethnicity. Journal of School Psychology. 49, 465-480.
113-Weber, M. & Ruch, W. (2012). The role of a good character in 12 years old school children: Do character strengths matter in the class room?.Child Indicators Research, 5, 317-334.
114-Weber, M., wanger, L. &Ruch, W. (2014). Positive feeling at school: on the relationships between students character strengths school-related affects, and school functioning. Journal of Happiness Studies Advance Online Publication. Doi: 10.1007/s10902-014-9597-1.
115-Wentzel, K.; 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.
116-Williams, M. (2014). Teaching with high probability strategies in the elementary classroom to affect student engagement, learning and success: an action research study. PhD., Capella University.
117-Witkowski, P.&Cornell, T. (2015). An investigation into student engagement in higher education class rooms . A Journal of Scholarly Teaching, 10, 56-67.
118-Wittaker, T. (2004) .What great teachers do differently: 14 things that matter most, Larchmont. New York: Eye on education.
119-Zyngier, D. (2008). Conceptualizing student engagement: Doing education not doing time. Teaching and Teacher Education, 24, 1765-1776.