Enhancing academic engagement through students’ perceptions of teacher expectations: the mediating role of intentional self-regulation in middle school

• Published in: Frontiers in psychology Vol. 15; p. 1456334
• Main Authors: Wang, Haiying, Sun, Yueyang, Zhao, Xin, Wang, Weichen, Xue, Jie
• Format: Journal Article
• Language: English
• Published: Switzerland Frontiers Media S.A 24.10.2024
• Subjects: academic engagement; adolescent development; cross-lagged analyses; intentional self-regulation; Psychology; teacher expectation; adolescent development; academic engagement; intentional self-regulation; teacher expectation; cross-lagged analyses

In the context of evolving educational standards, enhancing students’ academic engagement has emerged as a critical factor in mitigating the risks of school aversion among middle school students. This study examines the longitudinal effect of middle school students’ perceptions of teacher expectatio...