A meta-analysis of teachers' provision of structure in the classroom and students' academic competence beliefs, engagement, and achievement.

MLA

Patall, Erika A., et al. “A Meta-Analysis of Teachers’ Provision of Structure in the Classroom and Students’ Academic Competence Beliefs, Engagement, and Achievement.” Educational Psychologist, vol. 59, no. 1, Jan. 2024, pp. 42–70. EBSCOhost, https://doi.org/10.1080/00461520.2023.2274104.

APA

Patall, E. A., Yates, N., Lee, J., Chen, M., Bhat, B. H., Lee, K., Beretvas, S. N., Lin, S., Man Yang, S., Jacobson, N. G., Harris, E., & Hanson, D. J. (2024). A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement. Educational Psychologist, 59(1), 42–70. https://doi.org/10.1080/00461520.2023.2274104

Chicago

Patall, Erika A., Nicole Yates, Jihyun Lee, Man Chen, Bethany H. Bhat, Kejin Lee, S. Natasha Beretvas, et al. 2024. “A Meta-Analysis of Teachers’ Provision of Structure in the Classroom and Students’ Academic Competence Beliefs, Engagement, and Achievement.” Educational Psychologist 59 (1): 42–70. doi:10.1080/00461520.2023.2274104.