To what extent do teacher-student interaction quality and student gender contribute to fifth graders' engagement in mathematics learning?

Journal of Educational Psychology

Volumn 107, Issue 1, 2015, Pages 170-185

  Rimm Kaufman, Sara E ^a   Baroody, Alison E ^b   Larsen, Ross A A ^c   Curby, Timothy W ^d   Abry, Tashia ^e  

^a UNIVERSITY OF VIRGINIA   (United States)

^b SAN FRANCISCO STATE UNIVERSITY   (United States)

^c VIRGINIA COMMONWEALTH UNIVERSITY   (United States)

^d GEORGE MASON UNIVERSITY   (United States)

^e ARIZONA STATE UNIVERSITY   (United States)

Author keywords

Classrooms; Engagement; Fifth grade; Mathematics; Teacher student interactions

Indexed keywords

EID: 84925706134     PISSN: 00220663     EISSN: 19392176     Source Type: Journal    
DOI: 10.1037/a0037252     Document Type: Article

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