scholarly journals Crossing the bridge to elementary school: The development of children’s working memory components in relation to teacher-student relationships and academic achievement

2018 ◽  
Vol 42 ◽  
pp. 1-10 ◽  
Author(s):  
Loren Vandenbroucke ◽  
Karine Verschueren ◽  
Annemie Desoete ◽  
Pirjo Aunio ◽  
Pol Ghesquière ◽  
...  
2021 ◽  
pp. 0044118X2110309
Author(s):  
Caina Li ◽  
Yining Song ◽  
Qi Wang ◽  
Bin Zhang

This three-wave longitudinal study aimed to investigate whether the relationship between self-control and academic achievement, through mastery goals, was conditional on the nature of the teacher-student relationships. A total of 852 junior school students in China completed questionnaires about self-control, mastery goals, and teacher-student relationships. Academic achievement was obtained from the school. The analyses of moderated mediation effects based on structural equation modeling showed that teacher-student emotional conflict increased the negative effect of students’ low self-control on academic achievement via mastery goals, whereas teacher-student emotional support failed to moderate this link. Thus, both mediating and moderating effects exist in the association between self-control and adolescents’ academic achievement.


2016 ◽  
Vol 108 (3) ◽  
pp. 342-352 ◽  
Author(s):  
Hunter Gehlbach ◽  
Maureen E. Brinkworth ◽  
Aaron M. King ◽  
Laura M. Hsu ◽  
Joseph McIntyre ◽  
...  

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