Engaging Children in the Upper Elementary Grades: Unique Contributions of Teacher Self-Efficacy, Autonomy Support, and Student-Teacher Relationships

This short-term longitudinal study explored the unique role of proximal classroom factors (teachers’ student-specific self-efficacy, autonomy-supportive behaviors, and student-teacher relationships) in students’ emotional and behavioral engagement, and the moderating role of grade level. Participants were 472 students and 63 teachers (grades 4–6). Path models examined within-time and longitudinal associations between proximal classroom factors...