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Classroom engagement mediates the effect of teacher–student support on elementary students’ peer acceptance: A prospective analysis
Participants were 360 (52.2% male) ethnically diverse and academically at-risk first-grade children attending one of three school districts in southeast and central Texas. Using latent variable structural equation modeling, we tested a theoretical model positing that the quality of the teacher–stude...
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| Main Authors: | , |
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| Formáid: | Artigo |
| Teanga: | Inglês |
| Foilsithe: |
2006
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| Ábhair: | |
| Rochtain Ar Líne: | https://ncbi.nlm.nih.gov/pmc/articles/PMC2860753/ https://ncbi.nlm.nih.gov/pubmed/20431706 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1016/j.jsp.2005.10.001 |
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