The Influence of Teacher and Peer Relationships on Students’ Classroom Engagement and Everyday Motivational Resilience
Abstract
The quality of students’ relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement. This chapter offers teachers and researchers a motivational framework that explains how positive and negative student–teacher and student–peer relationships are sustained in the classroom, and strategies for creating solutions to improve relationships.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Tailored external supports and sense of belonging can reinforce self-regulated learning behaviors.
“Motivational systems are activated when the person-context relationship is adaptive for both the individual and the context (Lerner, 2006;Overton, 2010), and tailored external supports and sense of belonging can reinforce self-regulated learning behaviors (e.g., Furrer, Skinner, & Pitzer, 2014;Walton & Brady, 2017).”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Furrer, Skinner, & Pitzer, 2014
Cites
The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
Deci, E. L., & Ryan, R. M. (2000) · Psychological Inquiry · doi:10.1207/s15327965pli1104_01 · Cited by 34,210 · see citing works
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · see citing works
Skinner, E. A., & Belmont, M. J. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.571 · Cited by 3,428 · see citing works
Self-citationHandbook of Research on Student Engagement
(2012) · doi:10.1007/978-1-4614-2018-7 · Cited by 3,050 · see citing works
Relationships matter: linking teacher support to student engagement and achievement.
Klem, A. M., & Connell, J. P. (2004) · Journal of School Health · doi:10.1111/j.1746-1561.2004.tb08283.x · Cited by 2,082 · cited 1× · see citing works
“…school and drop out (Berndt & Keefe, 1996; Birch & Ladd, 1996; Hymel, Comfort, Schonert-Reichl, & McDougall, 1996; Juvonen, Espinoza, & Knifsend, 2012; Klem & Connell, 2004; Ladd, Herald-Brown, & Kochel, 2009; Martin & Dowson, 2009; Newcomb & Bagwell, 1995; Pianta, Hamre, & Allen, 2012; Wentzel,…”
REEVE, J. (2009) · Educational Psychologist · doi:10.1080/00461520903028990 · Cited by 1,728 · see citing works
Social Anxiety among Adolescents: Linkages with Peer Relations and Friendships
La Greca, A. M., & Lopez, N. (1998) · Journal of Abnormal Child Psychology · doi:10.1023/a:1022684520514 · Cited by 1,656 · see citing works
An appraisal perspective of teacher burnout: Examining the emotional work of teachers
Chang, M.-L. (2009) · Educational Psychology Review · doi:10.1007/s10648-009-9106-y · Cited by 1,349 · see citing works
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_17 · Cited by 1,055 · see citing works
Anderman, L. H. (2003) · The Journal of Experimental Education · doi:10.1080/00220970309600877 · Cited by 503 · see citing works
A qualitative study of the sources and impact of stress among urban teachers.
Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R., & Spencer, J. (2011) · School Mental Health · doi:10.1007/s12310-011-9051-z · Cited by 247 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup>
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019) · Applied Developmental Science · doi:10.1080/10888691.2017.1398649 · Cited by 328 · see citing works
Peer and AI Review + Reflection (PAIRR): A human-centered approach to formative assessment
Sperber, L., MacArthur, M., Minnillo, S., Stillman, N., & Whithaus, C. (2025) · Computers and Composition · doi:10.1016/j.compcom.2025.102921 · Cited by 29 · see citing works
- Authors
- Furrer, C. J., Skinner, E. A., & Pitzer, J. R.
- Affiliations
- Portland State University (US)
- Venue
- Teachers College Record: The Voice of Scholarship in Education
- Publisher
- SAGE Publications
- Published
- 2014-04-01
- Volume
- 116
- Issue
- 13
- Pages
- 101-123
- ISSN
- 0040-0475 (ISSN-L)
- 0161-4681
- 1467-9620
- OpenAlex
- W2421316098
- Cited by
- 289
- References
- 11
- Citations by year
- 2026: 16 · 2025: 33 · 2024: 36 · 2023: 40 · 2022: 38 · 2021: 35 · 2020: 27 · 2019: 16 · 2018: 22 · 2017: 14 · 2016: 6 · 2015: 2 · 2013: 1
- FWCI
- 37.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teachers College Record The Voice of Scholarship in Education (publishedVersion)
- Topics
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- teacher-student relationship, peer relationships, classroom engagement, academic engagement, student motivation, classroom relationships, relationship quality
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
