Quality of teachers' and peers' behaviors and achievement goals: The mediating role of self-efficacy

Ahmed, 2010, Perceived social support and early adolescents' achievement: The mediational roles of motivational beliefs and emotions, Journal of Youth and Adolescence, 39, 36, 10.1007/s10964-008-9367-7 Aldridge, 2000, A cross-cultural study of classroom learning environments in Australia and Taiwan, Learning Environments Research, 3, 101, 10.1023/A:1026599727439 Bandura, 1986 Bandura, 1997 Bandura, 2012, On the functional properties of self-efficacy revisited, Journal of Management, 38, 9, 10.1177/0149206311410606 Baranik, 2010, Examining the construct validity of mastery-avoidance achievement goals: A meta-analysis, Human Performance, 23, 265, 10.1080/08959285.2010.488463 Barbaranelli, 2003, A questionnaire for measuring the Big Five in late childhood, Personality and Individual Differences, 34, 645, 10.1016/S0191-8869(02)00051-X Chen, 2008, What happens when we compare chopsticks with forks? The impact of making inappropriate comparisons in cross-cultural research, Journal of Personality and Social Psychology, 95, 1005, 10.1037/a0013193 Cheung, 2002, Evaluating goodness-of-fit indexes for testing measurement invariance, Structural Equation Modeling, 9, 233, 10.1207/S15328007SEM0902_5 Cohen, 2013 Deci, 2000, The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior, Psychological Inquiry, 11, 227, 10.1207/S15327965PLI1104_01 Deci, 2012, Motivation, personality, and development within embedded social contexts: An overview of self-determination theory, 85 Dekker, 2008, Cultural differences in academic motivation goals: A meta-analysis across 13 societies, The Journal of Educational Research, 102, 99, 10.3200/JOER.102.2.99-110 Diaconu-Gherasim, 2017, Children's academic achievement and goal orientations: Does the ethnic membership matter?/Rendimiento académico y orientación a las metas: el papel de la etnicidad, Cultura y Educación, 29, 728, 10.1080/11356405.2017.1377992 Diaconu-Gherasim, 2016, Perception of parenting styles and academic achievement: The mediating role of goal orientations, Learning and Individual Differences, 49, 378, 10.1016/j.lindif.2016.06.026 Diaconu-Gherasim, 2018, Intelligence beliefs, goal orientations and children's academic achievement: Does the children's gender matter?, Educational Studies, 1, 10.1080/03055698.2018.1443796 Diseth, 2011, Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement, Learning and Individual Differences, 21, 191, 10.1016/j.lindif.2011.01.003 Dweck, 1996, Implicit theories as organizers of goals and behavior, 69 Dweck, 1988, A social-cognitive approach to motivation and personality, Psychological Review, 95, 256, 10.1037/0033-295X.95.2.256 Eccles, 2007, Families, schools, and developing achievement related motivations and engagement, 665 Eccles, 2009, Schools, academic motivation, and stage-environment fit Elliot, 1999, Approach and avoidance motivation and achievement goals, Educational Psychologist, 34, 10.1207/s15326985ep3403_3 Elliot, 2006, The hierarchical model of approach-avoidance motivation, Motivation and Emotion, 30, 111, 10.1007/s11031-006-9028-7 Elliot, 1997, A hierarchical model of approach and avoidance achievement motivation, Journal of Personality and Social Psychology, 72, 218, 10.1037/0022-3514.72.1.218 Elliot, 1996, Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis, Journal of Personality and Social Psychology, 70, 461, 10.1037/0022-3514.70.3.461 Elliot, 2017, Achievement goals, 43 Elliot, 2001, A 2 × 2 achievement goal framework, Journal of Personality and Social Psychology, 80, 501, 10.1037/0022-3514.80.3.501 Elliot, 2008, On the measurement of achievement goals: Critique, illustration, and application, Journal of Educational Psychology, 100, 613, 10.1037/0022-0663.100.3.613 Patrick, 2011, Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate, Journal of Educational Psychology, 103, 367, 10.1037/a0023311 Elliot, 2001, Achievement goals and the hierarchical model of achievement motivation, Educational Psychology Review, 13, 139, 10.1023/A:1009057102306 Elliot, 2005, 52 Enders, 2001, The relative performance of full information maximum likelihood estimation for missing data in structural equation models, Structural Equation Modeling, 8, 430, 10.1207/S15328007SEM0803_5 Fraser, 2012, Classroom learning environments: Retrospect, context and prospect, 1191 Fraser, 2007, Classroom, home and peer environment influences on student outcomes in science and mathematics: An analysis of systemic reform data, International Journal of Science Education, 29, 1891, 10.1080/09500690601167178 Fredricks, 2014 Geitz, 2016, Changing learning behaviour: Self-efficacy and goal orientation in PBL groups in higher education, International Journal of Educational Research, 75, 146, 10.1016/j.ijer.2015.11.001 Gherasim, 2011, The motivation, learning environment and school achievement, The International Journal of Learning, 17, 353 Gherasim, 2013, Classroom environment, achievement goals and maths performance: Gender differences, Educational Studies, 39, 1, 10.1080/03055698.2012.663480 van de Grift, 2017, Measuring teaching quality and student engagement in South Korea and the Netherlands, School Effectiveness and School Improvement, 28, 337, 10.1080/09243453.2016.1263215 Hamm, 2012, Peer cultures of academic effort and achievement in adolescence: Why they matter, and what teachers can do about them, 219 Hattie, 2012 Hu, 1999, Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6, 1, 10.1080/10705519909540118 Huang, 2012, Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis, Journal of Educational Psychology, 104, 48, 10.1037/a0026223 Huang, 2016, Achievement goals and self-efficacy: A meta-analysis, Educational Research Review, 19, 119, 10.1016/j.edurev.2016.07.002 Hughes, 2011, Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self-efficacy, Journal of Applied Developmental Psychology, 32, 278, 10.1016/j.appdev.2010.03.005 Klem, 2004, Relationships matter: Linking teacher support to student engagement and achievement, Journal of School Health, 74, 262, 10.1111/j.1746-1561.2004.tb08283.x Liem, 2018, Sociocultural influences on achievement goal adoption and regulation: A goal complex perspective, 41 Little, 2014 Maehr, 2009, Achievement goal theory: The past, present, and future, 77 Maulana, 2016, Observations and student perceptions of the quality of preservice teachers' teaching behaviour: Construct representation and predictive quality, Learning Environments Research, 19, 335, 10.1007/s10984-016-9215-8 Maulana, 2015, Pupils' perceptions of teaching behaviour: Evaluation of an instrument and importance for academic motivation in Indonesian secondary education, International Journal of Educational Research, 69, 98, 10.1016/j.ijer.2014.11.002 Maulana, 2014, Teacher–student interpersonal relationships do change and affect academic motivation: A multilevel growth curve modelling, British Journal of Educational Psychology, 84, 459, 10.1111/bjep.12031 Nelson, 2008, Achievement motivation in adolescents: The role of peer climate and best friends, The Journal of Experimental Education, 76, 170, 10.3200/JEXE.76.2.170-190 Park, 2007, The effect of student, teacher, and school characteristics on middle school students' Korean, English, and mathematics achievement outcomes, The Korean Journal of Educational Psychology, 21, 145 Patrick, 2007, Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement, Journal of Educational Psychology, 99, 83, 10.1037/0022-0663.99.1.83 Peugh, 2010, A practical guide to multilevel modeling, Journal of School Psychology, 48, 85, 10.1016/j.jsp.2009.09.002 Puklek Levpuscek, 2009, Math achievement in early adolescence: The role of parental involvement, teachers' behavior, and students' motivational beliefs about math, The Journal of Early Adolescence, 29, 541, 10.1177/0272431608324189 Putnick, 2016, Measurement invariance conventions and reporting: The state of the art and future directions for psychological research, Developmental Review, 41, 71, 10.1016/j.dr.2016.06.004 Robila, 2006, Economic pressure and children's psychological functioning, Journal of Child and Family Studies, 15, 433, 10.1007/s10826-006-9053-x Roeser, 1996, Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging, Journal of Educational Psychology, 88, 408, 10.1037/0022-0663.88.3.408 Roorda, 2011, The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach, Review of Educational Research, 81, 493, 10.3102/0034654311421793 Ruzek, 2016, How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence, Learning and Instruction, 42, 95, 10.1016/j.learninstruc.2016.01.004 Ryan, 2017 Ryan, 2001, The classroom social environment and changes in adolescents' motivation and engagement during middle school, American Educational Research Journal, 38, 437, 10.3102/00028312038002437 Scheerens, 2016 Schunk, 2004 Schunk, 2009, Self-efficacy theory, 35 Schwartz, 2006, A theory of cultural value orientations: Explication and applications, Comparative Sociology, 5, 137, 10.1163/156913306778667357 Sherer, 1982, The self-efficacy scale: Construction and validation, Psychological Reports, 51, 663, 10.2466/pr0.1982.51.2.663 Song, 2015, Longitudinal investigation into the role of perceived social support in adolescents' academic motivation and achievement, Journal of Educational Psychology, 107, 821, 10.1037/edu0000016 Spinath, B., Eckert, C., & Steinmayr, R. (2014). Gender differences in school success: What are the roles of students' intelligence, personality and motivation? Educational Research, 56(2), 230–243. doi.org/https://doi.org/10.1080/00131881.2014.898917. Tabachnick, 2007 Tas, 2016, The contribution of perceived classroom learning environment and motivation to student engagement in science, European Journal of Psychology of Education, 31, 557, 10.1007/s10212-016-0303-z Tofighi, 2011, RMediation: An R package for mediation analysis confidence intervals, Behavior Research Methods, 43, 692, 10.3758/s13428-011-0076-x Wang, 2010, Adolescents' perceptions of school environment, engagement, and academic achievement in middle school, American Educational Research Journal, 47, 633, 10.3102/0002831209361209 Wentzel, 2012, Young adolescents' perceptions of teachers' and peers' goals as predictors of social and academic goal pursuit, Applied Psychology, 61, 605, 10.1111/j.1464-0597.2012.00508.x Wentzel, 2010, Social supports from teachers and peers as predictors of academic and social motivation, Contemporary Educational Psychology, 35, 193, 10.1016/j.cedpsych.2010.03.002 Wigfield, 2010, Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes, Developmental Review, 30, 1, 10.1016/j.dr.2009.12.001 Wigfield, 2015, Development of achievement motivation and engagement, 657 Wigfield, 2006, Development of achievement motivation, 933 Wirthwein, 2013, Achievement goals and academic achievement: A closer look at moderating factors, Educational Research Review, 10, 66, 10.1016/j.edurev.2013.07.001 Wolf, 2008, Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities, Research in Science Education, 38, 321, 10.1007/s11165-007-9052-y You, 2016, Effects of student perceptions of teachers' motivational behavior on reading, English, and mathematics achievement: The mediating role of domain specific self-efficacy and intrinsic motivation, Child & Youth Care Forum, 45, 221, 10.1007/s10566-015-9326-x