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Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2017). Peer Victimization Trajectories from Kindergarten through High School: Differential Pathways for Children’s School Engagement and Achievement? Journal of Educational Psychology, 109, 826-841.
https://doi.org/10.1037/edu0000177

has been cited by the following article:

• TITLE: Effect of Professional Satisfaction on Learning Engagement in Undergraduates Majoring in Preschool Education: Mediating Role of Professional Commitment

  AUTHORS: Meirong Chen

  KEYWORDS: Preschool Education Professional Satisfaction, Learning Engagement, Professional Commitment

  JOURNAL NAME: Psychology, Vol.9 No.8, August 31, 2018

  ABSTRACT: Objective: To explore the influence mechanism of the professional satisfaction of preschool education majors undergraduate on Study Engagement. Methods: 750 subjects were investigated by using professional satisfaction questionnaire, professional commitment questionnaire and learning engagement questionnaire. Results: 1) College students majoring in preschool education professional satisfaction and professional commitment are in the middle level, but a higher degree of learning engagement; 2) For undergraduates of preschool education professional satisfaction, learning engagement and the level of professional commitment have significant effects on the academic achievement; 3) There is a significant positive correlation among professional satisfaction, professional commitment and learning engagement. Conclusion: The professional commitment mediated the effect of the professional satisfaction on learning engagement of preschool education college students.