Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development

Educational Psychologist

Volumn 38, Issue 4, 2003, Pages 207-234

  Davis, Heather A ^a  

^a OHIO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0344924842     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1207/S15326985EP3804_2     Document Type: Article

References (283)

1. Alderman, M. K. (1999). Promoting optimal motivation and engagement: Social context. In M. K. Alderman (Ed.), Motivation for achievement: Possibilities for teaching and learning (pp. 171-197). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
2. Aldermatt, E. R., Jovanovic, J., & Perry, M. (1998). Bias or responsivity? Sex and achievement-level effects on teachers' classroom questioning practices. Journal of Educational Psychology, 90, 516-527.
3. Allison, C. B. (1995). Present and past: Essays for teachers in the history of education. New York: Peter Lang.
4. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
5. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
6. Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology, 25, 21-37.
7. Anderman, E., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22, 269-298.
8. Armsden, G. C., & Greenberg., M. T. (1987). The inventory of parent and peer attachment: Relationships to well-being in adolescence. Journal of Youth and Adolescence, 16, 427-454.
9. Arowsafe, D. S., & Irvin, J. L. (1992). Transition to a middle level school: What kids say. Middle School Journal, 24, 15-19.
10. Babad, E. (1990). Measuring and changing teachers' differential behavior as perceived by students and teachers. Journal of Educational Psychology, 82, 683-690.
11. Babad, E. (1993). Teachers' differential behavior. Educational Psychology Review, 5, 347-376.
12. Babad, E. (1995). The "teacher's pet phenomenon," students' perceptions of teachers' differential behavior and students' morale. Journal of Educational Psychology, 87, 361-374.
13. Babad, E., & Ezer, H. (1993). Seating locations of sociometrically identified student types: Methodological and substantive issues. British Journal of Educational Psychology, 63, 75-87.
14. Baker, J. (1999). Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school. The Elementary School Journal, 100, 57-70.
15. Baldwin, M. W. (1992). Relational schemas and the processing of social information. Psychological Bulletin, 112, 461-484.
16. Bar-Tal, Y., & Bat-Tal, D. (1986). Social psychological analysis of classroom interaction. In R. S. Feldman (Ed.), The social psychology of education (pp. 132-149). Cambridge, England: Cambridge University Press.
17. Bates, J. E., Marvinney, D., Kelley, T., Dodge, K. A., Bennett, D. S., & Pettit, G. S. (1994). Child-care history and kindergarten adjustment. Developmental Psychology, 30, 690-700.
18. Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F., & Hawkins, J. D. (2000). Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology, 92, 568-582.
19. Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32, 137-151.
20. Belenky, M., Clinchy, N. G., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: Basic Books.
21. Berndt, T. J., & Keefe, K. (1996). Friends' influence on school adjustment: A motivational analysis. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 248-278). Cambridge, UK: Cambridge University Press.
22. Berndt, T. J., & Mekos, D. (1995). Adolescents' perceptions of stressful and desirable aspects of the transition to junior high school. Journal of Research on adolescence, 5, 123-142.
23. Bernstein, E., & Gilligan, C. (1990). Unfairness and not listening: Converging themes in Emma Williard girls' development. In C. Gilligan, N. P. Lyons, & T. J. Hamner (Eds.), Making connections: The relational worlds of adolescent girls at Emma Williard School (pp. 147-161). Cambridge, MA: Harvard University Press.
24. Birch, S. H., & Ladd, G. W. (1996). Interpersonal relationships in the school environment and children's early school adjustment. In K. Wentzel & J. Juvonen (Eds.), Social motivation: Understanding children's school adjustment (pp. 199-225). New York: Cambridge University Press.
25. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-79.
26. Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34, 934-946.
27. Blumenfeld, P. C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84, 272-281.
28. Blyth, D. A., Simmons, R. G., & Bush, D. (1978). The transition into early adolescence: A longitudinal comparison of youth in two educational contexts. Sociology of Education, 51, 149-162.
29. Blyth, D. A., Simmons, R. G., & Carlton-Ford, S. (1983). The adjustment of early adolescents to school transitions. Journal of Early Adolescence, 3, 105-120.
30. Bowlby, J. (1988). A secure base: Parent-child attachment and healthy development. London: Basic Books.
31. Bremme, D. W., & Erickson, F. (1977). Relationships among verbal and nonverbal classroom behaviors. Theory into Practice, 16, 153-161.
32. Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental Psychology, 28, 759-775.
33. Bretherton, I., Ridgeway, D., & Cassidy, J. (1990). Assessing internal working models of the attachment relationship. In M. T. Greenberg, D. Ciccetti, & E. M. Cumings (Eds.), Attachment in the preschool years: Theory, research and intervention (pp. 273-308). Chicago, IL: University of Chicago Press.
34. Brewer, M., & Gardner, W. (1996). Who is the "we"? Levels of collective identity and self representations. Journal of Personality and Social Psychology, 71, 83-93.
35. Bronfenbrenner, U., & Crouter, A. C. (1983). The evolution of environmental models in developmental research. In P. H. Mussen (Ed.), The Handbook of Child Psychology: Fourth Edition (pp. 357-414). New York: Wiley.
36. Brooks, D. M., & Woolfolk, A. E. (1987). The effects of students' nonverbal behavior on teachers. The Elementary School Journal, 88, 51-63.
37. Brophy, J. (1998). Motivating students to learn. Boston: McGraw Hill.
38. Brophy, J., & Kher, N. (1985). Teacher socialization as a mechanism for developing student motivation to learn. In R. S. Feldman (Ed.), The social psychology of education: Current research and theory (pp. 257-288). New York: Cambridge University Press.
39. Byrne, B. M., & Shavelson, R. J. (1996). On the structure of social self-concept for pre-, early-, and late adolescents: A test of Shavelson, Hubner, and Stanton (1976) model. Journal of Personality and Social Psychology, 70, 599-613.
40. Cabello, B., & Terrell, R. (1994). Making students feel like family: How teachers create warm and caring classroom climates. Journal of Classroom Interaction, 29, 17-23.
41. Cameron, J., & Pierce, D. W. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363-425.
42. Cassidy, J., & Shaver, P. R. (1999). Handbook of attachment: Theory, research, and clinical applications. New York: Guilford.
43. Clark-Lempers, D., Lempers, J., & Ho, C. (1991). Early, middle, and late adolescents' perceptions of their relationships with significant others. Journal of Adolescent Research, 6, 296-315.
44. Cobb, P. (1986). Contexts, goals, beliefs, and learning mathematics. Journal for the Learning of Mathematics, 6, 2-9.
45. Cobb, P. (1996). Where is the mind? A coordination of sociocultural and cognitive constructivist perspectives. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 34-53). New York: Teachers College Press.
46. Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31, 175-190.
47. Cole, D., Maxwell, S. E., & Martin, J. M. (1997). Reflected self-appraisals; Strength and structure of the relation of teacher, peer, and parent ratings to children's self-perceived competencies. Journal of Educational Psychology, 89, 55-70.
48. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. The Minnesota Symposia on Child Development: Self processes and development, 23, 43-77.
49. Cooper, H. M. (1989). Does reducing student-to-instructor ratios affect achievement? Educational Psychologist, 24, 79-98.
50. Cooper, H. M., & Tom, D. Y. H. (1984). Teacher expectation research: A review with implications for classroom instruction. The Elementary School Journal, 85, 77-89.
51. Copeland, J. M., Denham, S. A., & DeMulder, E. K. (1997). Q-Sort assessment of child-teacher attachment relationships and social competence in preschool. Early Education and Development, 8, 27-39.
52. Cotterell, J. L. (1992a). The relation of attachments and supports to adolescent well-being and school adjustment. Journal of Adolescent Research, 7, 28-42.
53. Cotterell, J. L. (1992b). School size as a factor in adolescents' adjustment to the transition to secondary school. Journal of Early Adolescence, 12, 28-45.
54. Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74-101.
55. Cronbach, L. J. (1958). The two disciplines of scientific psychology. American psychologist, 12, 671-684.
56. Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. London: Sage.
57. Davila, J., Burge, D., & Hammen, C. (1997). Why does attachment style change? Journal of Personality and Social Psychology, 73, 826-838.
58. Davis, H. A. (2001). The quality and impact of relationships between elementary school children and teachers. Journal of Contemporary Educational Psychology, 26, 431-453.
59. Davis, H. A., & Ashley, S. M. (2003, August). Middle school teachers' conceptions of their relationships. Paper presented at the annual conference of the American Psychological Association, Toronto, Canada.
60. Davis, H. A., & Couch, K. N. (2001). Tensions to relate: Middle school teachers working to understand their relationships with students. Manuscript in preparation.
61. Davis, H. A., & Lease, A. M. (2000, April). Cognitive representations of self, mother, and teacher. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
62. Davis, H. A., Schutz, P. A., & Chambliss, C. B. (2000). Conceptualizing and measuring students' relational schemas for teachers. Unpublished Manuscript.
63. Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
64. Deci, E. L., Schwartz, A., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults' orientations toward control versus autonomy with children. Journal of Educational Psychology, 73, 642-650.
65. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
66. Delgado-Gaitan, C. (1986). Teacher attitudes on diversity affecting student socio-academic responses: An ethnographic approach. Journal of Adolescent Research, 1, 103-114.
67. DeMarrais, K., Crowder, K., Liljestrom, A., & Rouleston, K. (2001, April). Women teachers' experiences of anger in school settings. Paper presented at the Annual Conference of the American Educational Research Association, Seattle, WA.
68. DeVries, R., & Zan, B. (1996). A constructivist perspective on the role of the socio-moral atmosphere in promoting children's development. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 103-119). New York: Teachers College Press.
69. Dodge, K. A., Asher, S., & Parkhurst, J. T. (1989). Social life as a goal-coordination task. In C. Ames & R. Ames (Eds.), Research on motivation in education: Goals and cognitions (pp. 107-135). New York: Academic.
70. Dowson, M., & McInerney, D. M. (1997a, March). The development of the Goal Orientation and Learning Strategies Survey (GOALS-S): a quantitative instrument designed to measure students' achievement goals and learning strategies in Australian educational settings. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.
71. Dowson, M., & McInerney, D. M. (1997b, March). Psychological parameters of students' social and academic goals: A qualitative investigation. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.
72. Dubow, E. F., & Ullman, D. G. (1989). Assessing social support in elementary school children: The survey of children's social support. Journal of Clinical and Child Psychology, 18, 52-64.
73. Durkin, K. (1995). Developmental social psychology: From infancy to old age. Malden, MA: Blackwell.
74. Eccles, J. S., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education, Goals and cognitions (pp. 139-186). San Diego, CA: Academic.
75. Eccles, J. S., Midgley, C., Wigfield, A., Bichanan, C. M., Rueman, D., Flanagan, C., et al. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48, 90-101.
76. Epstein, J. L. (1989). Family structures and student motivation: A developmental perspective. In C. Ames & R. Ames (Eds.), Research on motivation in education, Goals and cognitions (pp. 259-298). San Diego, CA: Academic.
77. Erickson, F. (1987). Transformation and school success: The politics and culture of educational achievement. Anthropology and Education Quarterly, 18, 335-356.
78. Feldlaufer, H., Midgley, C., & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. Journal of Early Adolescence, 8, 133-156.
79. Feldman, R. S., & Saletsky, R. D. (1986). Nonverbal communication in interracial teacher-student interaction. In R. S. Feldman (Ed.), The social psychology of education (pp. 115-131). Cambridge, England: Cambridge University Press.
80. Feldman, R. S., & Theiss, A. J. (1982). The teacher and student as Pygmalions: Joint effects of teacher and student expectations. Journal of Educational Psychology, 74, 217-223.
81. Finders, M. (1997). Just girls: Hidden literacies and life in junior high. New York: Teachers College Press.
82. Fine, M. (1986). Why urban adolescents drop into and out of public high school. Teachers College Record, 87, 393-409.
83. Fiske, D. W. (1982). Convergent-discriminant validation in measurement research strategies. In D. Brinberg & L. H. Kidder (Eds.), Forms of validity in research: New directions for methodology in social and behavioral science (pp. 77-92). San Francisco: Jossey-Bass.
84. Ford, M. E. (1982). Social cognition and social competence in adolescence. Developmental Psychology, 18, 323-340.
85. Ford, M. E. (1996). Motivational opportunities and obstacles associated with social responsibility and caring behavior in school contexts. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 126-153). Cambridge, UK: Cambridge University Press.
86. Ford, M. E., Wentzel, K. R., Wood, D., Stevens, E., & Siesfeld, G. A. (1989). Processes associated with integrative social competence: Emotional and contextual influences on adolescent social responsibility. Journal of Adolescent Research, 4, 405-425.
87. Fraser. B. J., & O'Brien, P. (1985). Student and teacher perceptions of the environment of elementary school classrooms. The Elementary School Journal, 85, 567-580.
88. Galbo, J. J. (1994). Teachers of adolescents as significant adults and the social construction of knowledge. The High School Journal, Oct/Nov, 40-44.
89. Gilligan, C., Lyons, N. P., & Hamner, T. J. (Eds.). (1990). Making connections: The relational worlds of adolescent girls at Emma Williard School. Cambridge, MA: Harvard University Press.
90. Goldstein, L. S. (1999). The relational zone: The role of caring relationships in the co-construction of mind. American Educational Research Journal, 36, 647-673.
91. Goodenow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27, 177-196.
92. Goodenow, C. (1993a). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.
93. Goodenow, C. (1993b). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43.
94. Graham, S., & Barker, G. P. (1990). The down side of help: An attributional-developmental analysis of help-seeking behavior as a low-ability cue. Journal of Educational Psychology, 82, 7-14.
95. Gresham, F. M., & Elliott, S. N. (1984). Assessment and classification of children's social skills: A review of methods and issues. School Psychology Review, 13, 292-301.
96. Gurlund, S. T. (1999, April). A developmental perspective on adult-child rapport: The role of expectations and autonomy support. Paper presented at the biennial meeting of the Society for Research in Child Development, Albuquerque, NM.
97. Halberstadt, A., & Hall, A. (1980). Who's getting the message? Children's nonverbal skill and their evaluation by teachers. Developmental Psychology, 16, 564-575.
98. Hale, N. M., & Murdock, T. B. (2000, April). Parent-child attachment and college student adjustment: A mediation model. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA.
99. Hamilton, S. F. (1983). The social side of schooling: Ecological studies of classrooms and schools. The Elementary School Journal, 83, 313-334.
100. Hamilton, S. F., & Darling, N. (1989). Mentors in adolescents lives. In K. Hurrelmann & U. Engle (Eds.), The social world of adolescents: International perspectives (pp. 121-139). New York: Walter de Gruyter.
101. Hamilton, C. E. (2000). Continuity and discontinuity of attachment from infancy through adolescence. Child Development, 71, 690-694.
102. Hamilton, C. E., & Howes, C. (1992). A comparison of young children's relationships with mothers and teachers. In R. C. Pianta (Ed.), Beyond the parent: New directions for child development (Vol. 57, pp. 41-59). San Francisco: Jossey-Bass.
103. Harris, M. J., & Rosenthal, R. (1986). Four factors in the mediation of teacher expectancy effects. In R. S. Feldman (Ed.), The social psychology of education (pp. 91-114). Cambridge: Cambridge University Press.
104. Harter, S. (1990). Issues in the assessment of the self-concept of children and adolescents. In A. M. LaGreca (Ed.), Through the eyes of the child: Obtaining self-reports from children and adolescents (pp. 292-325). Needham Heights, MA: Allyn & Bacon.
105. Harter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 11-42). Cambridge, UK: Cambridge University Press.
106. Harter, S., Waters, P. L., & Whitesell, N. R. (1997). Lack of voice as a manifestation of false self-behavior among adolescents: The school setting as a stage upon which the drama of authenticity is enacted. Educational Psychologist, 32, 153-173.
107. Harter, S., Waters, P. L., & Whitesell, N. R. (1998). Relational self-worth: Differences in perceived worth as a person across interpersonal contexts among adolescents. Child Development, 69, 756-766.
108. Harter, S., Waters, P. L., Whitesell, N. R., & Kastelic, D. (1998). Level of voice among female and male high school students: Relational context, support, and gender orientation. Developmental Psychology, 34, 892-901.
109. Harter, S., Whitesell, N. R., & Kowalski, P. (1992). Individual differences in the effects of educational transitions on young adolescent's perceptions of competence and motivational orientation. American Educational Research Journal, 29, 777-807.
110. Hartup, W. W. (1989). Social relationship and their developmental significance. American Psychologist, 44, 120-126.
111. Hayes, C. B., Ryan, A., & Zseller, E. B. (1994). The middle school child's perceptions of caring teachers. American Journal of Education, 103, 1-19.
112. Hinkley, J. W., McInerney, D. M., & Marsh, H. W. (2001, April). The multi-faceted structure of school achievement motivation: A case for social goals. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
113. Hofer, B. J., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
114. Hofer, B. K., & Pintrich, P. R. (1998, April). The interaction of personal epistemology, learning strategies, and instructional practice: An ethnographic study. Paper presented at the annual conference of the American Educational Research Association, Montreal, Canada.
115. Howes, C. (1988). Relations between early child care and schooling. Developmental Psychology, 24, 53-57.
116. Howes, C., & Hamilton, C. E. (1992a). Children's relationships with caregivers: Mothers and child care teachers. Child Development, 63, 859-866.
117. Howes, C., & Hamilton, C. E. (1992b). The changing experience of childcare: Changes in teachers and teacher-child relationships and children's social competence with peers. Early Childhood Research Quarterly, 8, 15-32.
118. Howes, C., Hamilton, C. E., & Matheson, C. C. (1994). Children's relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development, 65, 253-263.
119. Howes, C., Hamilton, C. E., & Philipsen, L. C. (1998). Stability and continuity of child-caregiver and child-peer relationships. Child Development, 69, 418-426.
120. Howes, C., & Matheson, C. C. (1992). Contextual constraints on the concordance of mother-child and teacher-child relationships. In R. C. Pianta (Ed.), Beyond the parent: New directions for child development (Vol. 57, pp. 25-40). San Francisco: Jossey-Bass.
121. Howes, C., Rodning, C., Galluzzo, D. C., & Myers, L. (1988). Attachment and childcare: Relationships with mother and caregiver. Early Childhood Research Quarterly, 3, 403-416.
122. Jacobsen, T., Edelstein, W., & Hofmann, V. (1994). A longitudinal study of the relation between representations of attachment in childhood and cognitive functioning in childhood and adolescence. Developmental Psychology, 30, 112-124.
123. Jarvinen, D., & Nicholls, J. (1996). Adolescents' social goals, beliefs about the causes of social success, and satisfaction in peer relations. Developmental Psychology, 32, 435-441.
124. Jarvis, S. A., Schonert-Reichl, K. A., & Krivel-Zacks, G. (2000, April). Teachers' (mis)conceptions of early adolescence. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.
125. Juvonen, J. (1996). Self-presentation tactics promoting teacher and peer approval: The function of excuses and other clever explanations. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 43-65). Cambridge, UK: Cambridge University Press.
126. Juvonen, J. (2000). The social functions of attributional face-saving: Tactics among early adolescents. Educational Psychology Review, 12, 15-32.
127. Juvonen, J., & Murdock, T. B. (1993). How to promote social approval: Effects of audience and achievement outcome on publicly communicated attributions. Journal of Educational Psychology, 85, 365-376.
128. Juvonen, J., & Weiner, B. (1993). An attributional analysis of students' interactions: The social consequences of perceived responsibility. Educational Psychology Review, 5, 325-345.
129. Kerns, K. A., & Stevens, A. (1996). Parent-child attachment in late adolescence: Links to social relations and personality. Journal of Youth and Adolescence, 25, 323-342.
130. Kobak, R. R., & Sceery, A. (1988). Attachment in late adolescence: Working models, affect regulation and representations of self and others. Child Development, 59, 135-146.
131. Koro-Ljungberg, M. (2002, April). Negotiating paradigmatic validities within research of double practices. Paper presented at the Annual Conference of the American Educational Research Association, New Orleans, LA.
132. Kuhn, T. (1990). The historical structure of scientific discovery. In D. Bartholomae & A. Petrosky (Eds.), Ways of reading: An anthology for writers (pp. 385-394). Boston: St. Martin.
133. Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.
134. Ladd, G. W., & Burgess, K. B. (1999). Charting the relationships trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school. Child Development, 70, 910-929.
135. Leary, M. R., & Downs, D. L. (1995). Interpersonal functions of self-esteem motive: The self-esteem system as a sociometer. In M. H. Kernis (Ed.), Efficacy, agency, and self-esteem (pp. 123-144). New York: Plenum.
136. LeCompte, M. D., & Priessle, J. (1993). Ethnography and qualitative design in educational research, second edition. San Diego, CA: Academic.
137. Lee, V. E., & Loeb, S. (2000). School size in Chicago elementary schools: Effects in teacher's attitudes and students' achievement. American Educational Research Journal, 37, 3-31.
138. Lehtinen, E., Vauras, M., Salonen, P., Olkinoura, E., & Kinnunen, R. (1995). Long-term development of learning activity: Motivational, cognitive, and social interaction. Educational Psychologist, 30, 21-35.
139. Lepper, M. R., Kearney, M., & Drake, M. (1996). Intrinsic motivation and extrinsic rewards: A commentary on Cameron and Pierce's meta-analysis. Review of Educational Research, 66, 5-32.
140. Levy, K. N., Blatt, S. J., & Shaver, P. R. (1998). Attachment styles and parental representations. Journal of Personality and Social Psychology, 74, 407-419.
141. Lynch, M., & Cicchetti, D. (1992). Maltreated children's reports of relatedness to their teachers. In R. C. Pianta (Ed.), Beyond the parent: The role of other adults in children's lives (Vol. 57, pp. 81-107). San Francisco, CA: Jossey-Bass.
142. Lynch, M., & Cicchetti, D. (1997). Children's relationships with adults and peers: An examination of elementary and junior high school students. Journal of School Psychology, 35, 81-99.
143. Lyons, N. P. (1990). Listening to voices we have not heard: Emma Williard girls' ideas about self, relationships and morality. In C. Gilligan, N. P. Lyons, & T. J. Hamner (Eds.), Making connections: The relational worlds of adolescent girls at Emma Williard School (pp. 30-72). Cambridge, MA: Harvard University Press.
144. Manke, M. P. (1997). Classroom power relations: Understanding student-teacher interaction. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
145. Marachi, R., Friedel, J., & Midgley, C. (2001, April). "I sometimes annoy my teacher during math.": Relations between student perceptions of the teacher and disruptive behavior in the classroom. Paper presented at the Annual Conference of the American Educational Research Association, Seattle, WA.
146. Markus, H. R., & Kitayama, S. (1994). The cultural construction of self and emotion: Implications for social behavior. In S. Kitayama & H. R. Markus (Eds.), Emotion and culture: Empirical studies of mutual influence (pp. 89-130). Washington, DC: American Psychological Association.
147. Markus, H., & Ruvolo, A. (1989). Possible selves: Personalized representations of goals. In L. A. Pervin (Ed.), Goal concepts in personality and social psychology (pp. 211-241). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
148. Markus, H., Smith, J., & Moreland, R. L. (1985). Role of self-concept in the perception of others. Journal of Personality and Social Psychology, 49, 1494-1512.
149. Mathison, S. (1988). Why triangulate? Educational Researcher, March, 13-17.
150. McCallum, J. (2001, April). The development of motivation in middle schooling years. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
151. McCallum, R. S., & Bracken, B. A. (1993). Interpersonal relations between school children and their peers, parents, and teachers. Educational Psychology Review, 5, 155-176.
152. McClelland, D. C. (1985). How motives, skills, and values determine what people do. American Psychologist, 40, 812-825.
153. Mehan, H. (1984). Language and schooling. Sociology of Education, 57, 174-183.
154. Mergendoller, J. R., & Packer, M. J. (1985). Seventh graders' conceptions of teachers: An interpretive analysis. The Elementary School Journal, 85, 581-600.
155. Merrell, K. W., & Gimpel, G. A. (1998). Social Skills of Children and Adolescents: Conceptualization, Assessment and Treatment. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
156. Midgley, C., Anderman, E., & Hicks, L. (1995). Differences between elementary and middle school teachers and students: A goal theory approach. Journal of Early Adolescence, 15, 90-113.
157. Midgley, C., & Feldlaufer, H. (1987). Students' and teachers' decision-making fit before and after the transition to junior high school. Journal of Early Adolescence, 7, 225-241.
158. Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations and attitudes towards mathematics before and after the transition to junior high. Child Development, 90, 981-992.
159. Midgley, C., & Urdan, T. (1995). Predictors of middle school students' use of self-handicapping strategies. Journal of Early Adolescence, 15, 389-411.
160. Minuchin, P. P., & Shapiro, E. K. (1983). The school as a context for social development. In P. H. Mussen (Ed.), Handbook of Child Psychology (Vol. 6, pp. 197-274). New York: Wiley.
161. Moje, E. B. (1996), "I teach students, not subjects": Teacher-student relationships as contexts for secondary literacy. Reading Research Quarterly, 31, 172-195.
162. Moos, R. H., & Moos, B. S. (1978). Classroom social climate and student absences and grades. Journal of Educational Psychology, 70, 263-269.
163. Muller, C., Katz, S. R., & Dance, L. J. (1999). Investing in teaching and learning: Dynamics of the teacher-student relationship from each perspective. Urban Education, 34, 292-337.
164. Murdock, T. B. (1999). The social context of risk: Status and motivational predictors of alienation in middle school. Journal of Educational Psychology, 91, 62-75.
165. Murdock, T. B., Anderman, L. H., & Hodge, S. (2000). Middle-grade predictors of students' motivation and behavior in high school. Journal of Adolescent Research, 15, 327-351.
166. National Institute for Child and Human Development. (2000). The relation of childcare to cognitive and language development. Child Development, 71, 960-980.
167. Neill, S. R. St. J. (1986). Children's reported responses to teachers' non-verbal signals: a pilot study. Journal of Education for Teaching, 12, 53-63.
168. Neill, S, R. St. J. (1989). The effects of facial expression and posture on children's reported responses to teacher nonverbal communication. British Educational Research Journal, 15, 195-204.
169. Newman, F. M. (1981). Reducing alienation in high schools: Implications of theory. Harvard Educational Review, 51, 546-564.
170. Newman, R. S. (1990). Children's help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82, 71-80.
171. Newman, R. S., & Goldin, J. L. (1990). Children's reluctance to seek help with schoolwork. Journal of Educational Psychology, 82, 92-100.
172. Noddings, N. (1986). Fidelity in teaching, teacher education, and research for teaching. Harvard Educational Review, 56, 496-510.
173. Noddings, N. (1988). An ethic of caring and its implication for instructional arrangements. American Journal of Education, 96, 215-230.
174. Nolen, S. B. (1995). Effects of a visible author in statistical texts. Journal of Educational Psychology, 57, 47-65.
175. Nowicki, S., Jr., & Duke, M. P. (1992). The association of children's nonverbal decoding abilities with their popularity, locus of control, and academic achievement. Journal of Genetic Psychology, 153, 385-393.
176. Nowicki, S., Jr., & Duke, M. P. (1994). Individual differences in
177. Ogbu, J. U. (1993). Differences in cultural frames of reference. International Journal of Behavioral Development, 16, 483-506.
178. Ogbu, J. U. (1994). Understanding cultural diversity and learning. Journal for the Education of the Gifted, 17, 354-383.
179. Oldfather, P. (1993). What students say about motivating experiences in a whole language classroom. The Reading Teacher, 46, 672-681.
180. Oldfather, P. (1994). When students do not feel motivated for literacy learning: How a responsive classroom culture helps. Athens, GA: National Reading Research Center, Universities of Georgia and Maryland (Perspectives in Reading Research Report, No. 8).
181. Oldfather, P., & Dahl, K. (1994). Toward a social constructivist reconceptualization of intrinsic motivation for literacy learning. Journal of Reading Behavior, 26, 139-158.
182. Oldfather, P., & McLaughlin, H. J. (1993). Gaining and losing voice: A longitudinal study of students' continuing impulse to learn across elementary middle level contexts. Research in Middle Level Education, 17, 1-25.
183. Oldfather, P., & Thomas, S. (1998). What does it mean when high school teachers participate in collaborative research with students on literacy motivations? Teachers College Record, 99, 617-691.
184. Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70, 323-367.
185. Page, R. (1987). Teachers' perceptions of students: A link between classrooms, school cultures, and the social order. Anthropology and Education Quarterly, 18, 77-99.
186. Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781-791.
187. Patrick, H. (1997). Social self-regulation: Exploring the relations between children's social relationships, academic self-regulation, and school performance. Educational Psychologist, 32, 209-220.
188. Patrick, H., Hicks, L., & Ryan, A. (1997). Relations of social self-efficacy and social goal pursuit to self-efficacy for academic work. Journal of Early Adolescence, 17, 109-128.
189. Paulson, S. E., Marchant, G., & Rothlisberg, B. A. (1998). Early adolescents' perceptions of patterns of parenting, teaching, and school atmosphere: Implications for achievement. Journal of Early Adolescence, 18, 5-26.
190. Pelletier, L. G., & Vallerand, R. J. (1989). Behavioral confirmations in social interaction: Effects of teacher expectancies on students' intrinsic motivation, Canadian Psychology, 30, 404 (abstract).
191. Perry, K. E., & Weinstein, R. S. (1998). The social context of early schooling and children's school adjustment. Educational Psychologist, 33, 177-194.
192. Perry, N. (1998). Young children's self-regulated learning and contexts that support it. Journal of Educational Psychology, 90, 715-729.
193. Perry, N., VandeKamp, O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37, 5-15.
194. Phillips, D., McCartney, K., & Scarr, S. (1987). Child-care quality and children's social development. Developmental Psychology, 23, 537-543.
195. Pianta, R. C. (1992). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 32, 15-32.
196. Pianta, R. C. (1996). Manual and scoring guide for the student-teacher relationship scale. University of Virginia.
197. Pianta, R. C. (1997). Adult-child relationship processes and early schooling. Early Education and Development, 8, 11-26.
198. Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
199. Pianta, R. C., & Nimetz, S. L. (1991). Relationship between teachers and children: Associations with behavior at home and in the classroom. Journal of Applied Developmental Psychology, 12, 263-280.
200. Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships and adjustment in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263-280.
201. Pianta, R. C., & Steinberg, M. (1992). Teacher-child relationships and the process of adjusting to school. In R. C. Pianta (Ed.), Beyond the parent: The role of other adults in children's lives (pp. 61-80). San Francisco: Jossey-Bass.
202. Pianta, R. C., Steinberg, M., & Rollins, K. (1995). The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7, 297-312.
203. Pietromonaco, P. R., & Barrett, L. F. (1997). Working models of attachment and daily social interactions. Journal of Personality and Social Psychology, 73, 1409-1423.
204. Pontecorvo, C. (1993). Social interaction in the acquisition of knowledge. Educational Psychology Review, 5, 293-310.
205. Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable? Contemporary Educational Psychology, 23, 312-330.
206. Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548.
207. Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. E., Jones, J., et al. (1997). Protecting adolescents from harm: Findings from the national longitudinal study on adolescent health. Journal of the American Medical Association, 278, 823-832.
208. Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a context of early adolescents' academic social-emotional development: A summary of research findings. The Elementary School Journal, 100, 443-471.
209. Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
210. Roeser, R. W., van der Wolf, K., & Strobel, K. R. (2001). On the relation between socio-emotional and school functioning during early adolescence. Journal of School Psychology, 39, 111-139.
211. Rogoff, B. (1984). Thinking and learning in social context. In B. Rogoff & J. Lave (Eds.), Everyday cognition (pp. 1-8). Boston: Harvard University Press.
212. Rogoff, B. (1996). Developmental transitions in children's participation in sociocultural activities. In A. J. Sameroff & M. M. Haith (Eds.), The five to seven year shift: The age of reason and responsibility (pp. 273-294). Chicago: University of Chicago Press.
213. Rohrkemper, M. M. (1984). The influence of teacher socialization style on students' social cognition and reported interpersonal classroom behavior. The Elementary School Journal, 85, 245-275.
214. Ryan, A., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90, 528-535.
215. Ryan, A. M., Hicks, L., & Midgley, C. (1997). Social goals, academic goals, and avoiding seeking help in the classroom. Journal of Early Adolescence, 17, 152-171.
216. Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 28, 460.
217. Ryan, A. M., & Pintrich, P. R. (2001). Avoiding seeking help in the classroom: Who and why? Educational Psychology Review, 13, 93-114.
218. Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. Ames (Eds.), Research on motivation in education, 2 (pp. 13-51). New York: Academic.
219. Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom. Self-report and projective assessments of individual differences in children's perceptions. Journal of Personality and Social Psychology, 50, 550-558.
220. Ryan, R. M., & Lynch, J. H. (1989). Emotional autonomy versus detachment: Revisiting the vicissitudes of adolescence and young adulthood. Child Development, 60, 340-356.
221. Ryan, R. M., & Stiller, J. (1991). The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 115-149). Greenwich, CT: JAI.
222. Ryan, R. M., Stiller, J. D., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14, 226-249.
223. Schutz, P. A., Chambliss, C. B., & DeCuir, J. T. (in press). Multimethods research. In K. B. deMarrais and S. D. Lapan (Eds.), Foundations of research: Methods of inquiry in education and the social sciences. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
224. Simmons, R., Blyth, D. A., Van Cleave, E. F., & Bush, M. D. (1979). Entry into early adolescence: The impact of school structure, puberty, and early dating on self-esteem. American Sociological Review, 44, 948-967.
225. Skinner, E. A., & Belmont, M. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and students engagement across the school year. Journal of Educational Psychology, 85, 571-588.
226. Slavin, R. E. (1987). A theory of school and classroom organization. Educational Psychologist, 22, 89-108.
227. Slavin, R. E. (1989). Class size and achievement: Small effects of small classes. Educational Psychologist, 24, 99-110.
228. Smith, A. B., Ballard, K. D., & Barham, L. J. (1989). Preschool children's perceptions of parent and teacher roles. Early Childhood Research Quarterly, 4, 523-532.
229. Solomon, D., Watson, M. S., & Battistich, V. A. (2001) Teaching and schooling effects on moral/prosocial development. In V. Richardson (Eds.), Handbook of research on teaching (4th ed., pp. 566-603). Washington, DC: American Educational Research Association.
230. Song, I., & Hattie, J. (1984). Home environment, self-concept, and academic achievement: A causal modeling approach. Journal of Educational Psychology, 76, 1296-1281.
231. Steinberg, L., Lamborn, S. D., Dornbush, S. M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63, 1266-1281.
232. Steinberg, L., & Silverberg, S. B. (1986). The vicissitudes of autonomy in early adolescence. Child Development, 57, 841-851.
233. Stern, L. (1990). Conceptions of separation and connection in female adolescents. In C. Gilligan, N. P. Lyons, & T. J. Hamner (Eds.), Making connections: The relational worlds of adolescent girls at Emma Williard School (pp. 73-87). Cambridge, MA: Harvard University Press.
234. Suarez-Orozco, C., & Suarez-Orozco, M. (1995). Trans-formation: Immigration, family life, and achievement motivation among Latino adolescents. Stanford: Stanford University Press.
235. Sweet, A. P., Guthrie, J. T., & Ng, M. M. (1998). Teacher perceptions and student reading motivation. Journal of Educational Psychology, 90, 210-223.
236. Tal, Z., & Babad, E. (1989). The "teacher's pet" phenomenon as viewed by Israeli teachers and students. Elementary School Journal, 90, 99-110.
237. Tal, Z., & Babad, E. (1990). The teacher's bet phenomenon: Rate of occurrence, correlates, and psychological costs. Journal of Educational Psychology, 82, 637-645.
238. Tharp, R. G., Estrada, P., Dalton, S. S., & Yamauchi, L. A. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder, CO: Westview.
239. Tharp, R., & Gallimore, R. (1988). The social organization of assisted performance. In R. Tharp & R. Gallimore (Eds.), Rousing minds to life. Cambridge, England: Cambridge University Press.
240. Thomas, S., & Oldfather, P. (1995). Enhancing student and teacher engagement in literacy learning: A shared inquiry approach. The Reading Teacher, 49, 192-202.
241. Thomas, S., & Oldfather, P. (1997). Intrinsic motivations, literacy, and assessment practices: "That's my grade. That's me." Educational Psychologist, 32, 107-123.
242. Thompson, R. A. (1994). Emotional regulation: A theme in search of definition. In N. A. Fox (Ed.), The development of emotion regulation: Biological and behavioral considerations (pp. 25-52). Chicago, IL: The University of Chicago Press.
243. Toro, P. A., Cowen, E. L., Gesten, E. L., Weissberg, R. P., Rapkin, B. D., & Davidson, E. (1985). Social environmental predictors of children's adjustment in elementary school classrooms. American Journal of Community Psychology, 13, 353-364.
244. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher Efficacy: Its Meaning and Measure. Review of Educational Research, 68, 202-248.
245. Turner, J. C., & Meyer, D. K. (2000). Studying and understanding the instructional contexts of classrooms: Using our past to forge our future. Educational Psychologist, 35, 69-85.
246. Turner, J. C., Meyer, D. K., Cox, K. C., Logan, C., DiCintio, M., & Thomas, C. T. (1998). Creating contexts for involvement in mathematics. Journal of Educational Psychology, 90, 730-745.
247. Turner, J. C., Meyer, D. K., Midgley, C., & Patrick, H. (2001, April). The relationship between teachers' affective discourses and students' approach and avoidance beliefs and behaviors in mathematics: What happens in high mastery/high performance classrooms? Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
248. Urdan, T. C., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65, 213-243.
249. Urdan, T., Midgley, C., & Wood, S. (1995). Special issues in reforming middle level schools. Journal of Early Adolescence, 15, 9-37.
250. Van Ijzendoorn, M. H., Sagi, A., & Lambermon, M. W. E. (1992). The multiple caretaker paradox: Some data from Holland and Israel. In R. C. Pianta (Ed.), New Directions in Child Development. Relationships between children and non-parental adults (Vol. 57, pp. 5-24). San Francisco: Jossey-Bass.
251. Veaco, L., & Brandon, C. (1986). The preferred teacher: A content analysis of young adolescents' writings. Journal of Early Adolescence, 6, 221-229.
252. Vygotsky, L. (1978). Mind in society (A. R. Luia, Trans.; M. Cole, V. John-Steiner, S. Scribner, & E Souberman, Eds.). Cambridge, MA: Harvard University Press.
253. Waters. E., Merrick, S., Treboux, D., Crowell, J., & Albersheim, L. (2000). Attachment security in infancy and early adulthood: A twenty-year longitudinal study. Child Development, 71, 684-689.
254. Wehlage, G. G., & Rutter, R. A. (1986). Dropping out: How much do schools contribute to the problem? Teachers College Record, 87, 374-392.
255. Weinstein, R. S. (1983). Student perceptions of schooling. The Elementary School Journal, 83, 287-312.
256. Wells, M. C. (1996). Literacies lost: When students move from a progressive middle school to a traditional high school. New York: Teachers College Press.
257. Wentzel, K. R. (1989). Adolescent classroom goals, standards for performance, and academic achievement: An interactionist perspective. Journal of Educational Psychology, 81, 131-142.
258. Wentzel, K. R. (1991a). Relations between social competence and academic achievement in early adolescence. Child Development, 62, 1066-1078.
259. Wentzel, K. R. (1991b), Social and academic goals at school: Motivation and achievement. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 185-212). Greenwich, CT: JAI.
260. Wentzel, K. R. (1991c). Social competence at school: Relations between social responsibility and academic achievement. Review of Educational Research, 61, 1-24.
261. Wentzel, K. R. (1993a). Motivation and achievement in early adolescence: Role of multiple classroom goals. Journal of Early Adolescence, 13, 4-20.
262. Wentzel, K. R. (1993b). Does being good make the grade? Social behavior and academic achievement in middle school. Journal of Educational Psychology, 85, 357-364.
263. Wentzel, K. R. (1994). Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support. Journal of Educational Psychology, 86, 173-182.
264. Wentzel, K. R. (1996). Social and academic motivation in middle school: Concurrent and long-term relations to academic effort. Journal of Early Adolescence, 16, 390-406.
265. Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89, 411-419.
266. Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.
267. Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships at school: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76-97.
268. Wentzel, K. R., & Wigfield, A. (1998). Academic and social motivational influences on students' academic performance. Educational Psychology Review, 10, 155-175.
269. Werner, E. & Smith, E. (1982). Vulnerable but invincible. New York: John Wiley & Sons.
270. West, J. (1994). Children's perceptions of fun and work in literacy learning. Athens, GA: National Reading Research Center, Universities of Georgia and Maryland (Perspectives in Reading Research Report, No. 7).
271. Whelage, G. G., Rutter, R. A., Smith, G. A., Lesko, N., & Fernandez, R. R. (1989). The Child Development Project: Combining traditional and developmental approaches to valued education. In L. Nucci, (Ed.), Moral development and character education: A dialogue (pp. 51-92). Berkeley, CA: McCutchan.
272. White, K. J., Jones, K., & Sherman, M. D. (1998). Reputation information and teacher feedback: Their influences on children's perceptions of behavior problem peers. Journal of Social and Clinical Psychology, 17, 11-37.
273. White, K. J., & Kistner, J. (1992). The influence of teacher feedback on young children's peer preferences and perceptions. Developmental Psychology, 28, 933-940.
274. Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
275. Wigfield, A., & Eccles, J. S. (1994). Children's competence beliefs, achievement values, and general self-esteem: Change across elementary and middle school. Journal of Early Adolescence, 14, 107-138.
276. Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). The development of children's motivation in school contexts. In P. D. Pearson & A. Iran-Nejad (Eds.), Review of research in education (pp.73-118). Washington, DC: American Educational Research Association.
277. Wong, C. A. (1998). The risks and protective factors of the content of racial stigma on African-American and White early adolescents' development. Dissertation Abstracts International, 58, 5675.
278. Woolfolk, A. E. (1978). Student learning and performance under varying conditions of teacher verbal and nonverbal evaluative communcation. Journal of Educational Psychology, 70, 87-94.
279. Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.
280. Yowell, C. M., & Smylie, M. A. (1999). Self-regulation in democratic communities. The Elementary School Journal, 99, 469-490.
281. Zeichner, K. (1978). Group membership in the elementary school classroom. Journal of Educational Psychology, 70, 554-564.
282. Zeichner, K. (1980). The development of an instrument to measure group membership in elementary school classrooms. Journal of Experimental Education, 48, 237-244.
283. Zeidner, M. (1992). Key facets of classroom grading: A comparison of teacher and student perspectives. Contemporary Educational Psychology, 14, 224-243.