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Tucker, C.M., Zayco, R.A., Herman, K.C., Reinke, W.M., Trujillo, M., Carraway, C. and Wallack, C. (2002) Teacher and Child Variables as Predictors of Academic Engagement among African American. Psychology in the Schools, 39, 477-488.
http://dx.doi.org/10.1002/pits.10038

has been cited by the following article:

• TITLE: Explanation of Academic Achievement Based on Personality Characteristics Psycho-Social Climate of the Classroom and Students’ Academic Engagement in Mathematics

  AUTHORS: Khadijeh Abolmaali, Masoumeh Rashedi, Bita Ajilchi

  KEYWORDS: Academic Achievement, Personality Characteristics, Psychosocial Climate of Classroom (PSCC), Student’s Mathematical Academic Engagement

  JOURNAL NAME: Open Journal of Applied Sciences, Vol.4 No.5, April 8, 2014

  ABSTRACT: This research explains academic achievement based on the personality characteristics, the psycho-social climate of the classroom in terms of academic engagement in mathematics. The population was high schoolboys and girls in Damghan city in Iran. Participants were randomly selected using a multi-stage cluster method (513 boys and girls) and they simultaneously completed three questionnaires: academic engagement, the psycho-social climate of the classroom and personality characteristics. Path analysis was used to analyze data. The results showed that the direct effects of personality characteristics and psycho-social climate of the classroom on academic achievement were not significant. The direct effects of openness, conscientiousness and psycho-social climate of classroom on academic engagement were significant. The indirect effects (with mediation of academic engagement) and overall effects of openness, conscientiousness and psycho-social climate of classroom on academic achievement were significant, also the effect of academic engagement on academic achievement was significant.