Perceived Autonomy and Relatedness as Moderating the Impact of Teacher-Student Mentoring Relationships on Student Academic Adjustment

@article{Larose2005PerceivedAA,
  title={Perceived Autonomy and Relatedness as Moderating the Impact of Teacher-Student Mentoring Relationships on Student Academic Adjustment},
  author={Simon Larose and George M. Tarabulsy and Diane Cyrenne},
  journal={Journal of Primary Prevention},
  year={2005},
  volume={26},
  pages={111-128}
}
This study examined the impact of a 10-hour teacher-student mentoring relationship on the academic adjustment of at-risk college students. A quasi-experimental design involving a comparison group (NM: students with No Mentor), a High Relatedness/Autonomy group (HR/HA: students who perceived high levels of relatedness and autonomy during the mentoring process) and a Low Relatedness/Autonomy group (LR/LA: students who perceived low levels of relatedness and autonomy during the mentoring process… CONTINUE READING

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