Abstract
A growing body of research has established that students’ learning environment experiences at school contribute to their learning and achievement. In particular, supportive teacher-student interactions have been mentioned as characteristics of a powerful learning environment and have been connected with students’ learning and academic engagement from different perspectives (Opdenakker & Minnaert, 2011). An encompassing theoretical framework that connects teacher-student interactions with students’ academic engagement is Self-Determination Theory (SDT; Deci & Ryan, 2000, 2002).
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Opdenakker, MC., Minnaert, A. (2014). Learning Environment Experiences in Primary Education. In: Zandvliet, D., Brok, P.d., Mainhard, T., Tartwijk, J.v. (eds) Interpersonal Relationships in Education. Advances in Learning Environments Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-701-8_11
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DOI: https://doi.org/10.1007/978-94-6209-701-8_11
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