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Direct linkAmemiya, Jamie; Fine, Adam; Wang, Ming-Te – Child Development, 2020
This daily diary study examined how adolescents' institutional and teacher-specific trust predicted classroom behavioral engagement the day after being disciplined by that teacher. Within mathematics classrooms, adolescents (N = 190; M[subscript age] = 14 years) reported institutional and teacher-specific trust and then completed a 15-day diary…
Descriptors: Trust (Psychology), Discipline, Teacher Student Relationship, Classroom Environment
