Pedagogical Research

• Akram, H., & Li, S. (2024). Understanding the role of teacher-student relationships in students’ online learning engagement: Mediating role of academic motivation. Perceptual and Motor Skills, 131(4), 1415-1438. https://doi.org/10.1177/00315125241248709
• Aksah, J. S., Izni, N. A., Mahmood, N. A., Tajuddin, N. I. I., Zainuddin, N., & Rahmat, N. H. (2023). Affiliation, achievement and power in learning motivation: How do they relate? International Journal of Academic Research in Business and Social Sciences, 13(8), 1231-1248. https://doi.org/10.6007/IJARBSS/v13-i8/17742
• Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1-34. https://doi.org/10.1007/s10648-016-9389-8
• Amaliyah, A., Yoenanto, N. H., & Prihastuti, P. (2023). Perception of classroom activity, sense of belonging, and self-regulated learning in students taking online learning. Psikostudia: Jurnal Psikologi, 12(2), 257. https://doi.org/10.30872/psikostudia.v12i2.10212
• Anamezie, R., & Gumbo, M. (2024). Integrating ethnoscience into optics teaching: Impact on students’ retention, engagement, and learning outcome. Africa Education Review, 20(5), 78-92. https://doi.org/10.1080/18146627.2024.2403684
• Artola Bonanno, A., Briesch, A. M., Lifter, K., & Kemerer, P. (2024). Measuring teacher-student relationships in adolescence: A systematic, cross-cultural review. International Journal of School & Educational Psychology, 12(2), 96-108. https://doi.org/10.1080/21683603.2024.2328834
• Asvio, N., Arpinus, & Suharmon. (2017). The influence of learning motivation and learning environment on undergraduate students’ learning achievement of management of islamic education, study program of IAIN Batusangkar in 2016. Noble International Journal of Social Sciences Research, 2(2), 16–31. https://ideas.repec.org/a/nap/nijssr/2017p16-31.html
• Baanqud, N. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020). Engagement in cloud-supported collaborative learning and student knowledge construction: A modeling study. International Journal of Educational Technology in Higher Education, 17, Article 56. https://doi.org/10.1186/s41239-020-00232-z
• Beatson, N., de Lange, P., Tharapos, M., O’Connell, B., Smith, J., Scott, S., & Greatbanks, R. (2024). An examination of self-efficacy and sense of belonging on accounting student achievement. Accounting & Finance, 64(1), 723-738. https://doi.org/10.1111/acfi.13160
• Bektiarso, S., Walukow, A. F., Narulita, E., & Ali, A. (2024). Khombouw in science learning: Development of teaching materials based on local wisdom guided inquiry model to improve students’ interpersonal skills. Tafkir: Interdisciplinary Journal of Islamic Education, 5(4), 669-686. https://doi.org/10.31538/tijie.v5i4.1186
• Bliven, A., & Jungbauer, M. (2021). The impact of student recognition of excellence to student outcome in a competency-based educational model. The Journal of Competency-Based Education, 6(4), 195-205. https://doi.org/10.1002/cbe2.1264
• Bonner, P. J., Warren, S. R., & Jiang, Y. H. (2018). Voices from urban classrooms: Teachers’ perceptions on instructing diverse students and using culturally responsive teaching. Education and Urban Society, 50(8), 697-726. https://doi.org/10.1177/0013124517713820
• Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic communities of engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807-832. https://doi.org/10.1007/s11423-020-09744-x
• Byrom, N. (2018). An evaluation of a peer support intervention for student mental health. Journal of Mental Health, 27(3), 240-246. https://doi.org/10.1080/09638237.2018.1437605
• Chans, G. M., & Portuguez Castro, M. (2021). Gamification as a strategy to increase motivation and engagement in higher education chemistry students. Computers, 10(10), Article 132. https://doi.org/10.3390/computers10100132
• Chung, H. Q., Chen, V., & Olson, C. B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing, 34(7), 1885-1913. https://doi.org/10.1007/s11145-021-10186-x
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
• Collie, R. J. (2022). Social-emotional need satisfaction, prosocial motivation, and students’ positive behavioral and well-being outcomes. Social Psychology of Education, 25(2-3), 399-424. https://doi.org/10.1007/s11218-022-09691-w
• Crandall, A., Powell, E. A., Bradford, G. C., Magnusson, B. M., Hanson, C. L., Barnes, M. D., Novilla, M. L. B., & Bean, R. A. (2020). Maslow’s hierarchy of needs as a framework for understanding adolescent depressive symptoms over time. Journal of Child and Family Studies, 29(2), 273-281. https://doi.org/10.1007/s10826-019-01577-4
• Davies, C. A., Cordier, R., Graham, P., Littlefair, D., Speyer, R., & Melo, D. (2025). Interventions to improve connectedness, belonging, and engagement in secondary schools: A systematic review and meta-analysis. Education Sciences, 15(5), Article 582. https://doi.org/10.3390/educsci15050582
• Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44(1), 113-126. https://doi.org/10.1037/0022-3514.44.1.113
• Debasu, H., & Yitayew, A. (2024). Examining elements of designing and managing of creating inclusive learning environment: Systematic literature review. International Journal of Special Education, 39(1), 33-43. https://doi.org/10.52291/ijse.2024.39.4
• Dobson, S., Svoen, B., Agrusti, G., & Hardy, P. (Eds.). (2024). Learning inclusion in a digital age. Springer Nature Singapore. https://doi.org/10.1007/978-981-99-7196-1
• Dunbar, R. L., Dingel, M. J., Dame, L. F., Winchip, J., & Petzold, A. M. (2018). Student social self-efficacy, leadership status, and academic performance in collaborative learning environments. Studies in Higher Education, 43(9), 1507-1523. https://doi.org/10.1080/03075079.2016.1265496
• Efendi, M. H., & Muliadi, A. (2023). Ethnoscience-based science learning in Sasak ethnic culture: Literature review. Jurnal Penelitian Pendidikan IPA, 9(5), 22-33. https://doi.org/10.29303/jppipa.v9i5.3769
• Ghaleb, B. D. S. (2024). Effect of exam-focused and teacher-centered education systems on students’ cognitive and psychological competencies. International Journal of Multidisciplinary Approach Research and Science, 2(2), 611-631. https://doi.org/10.59653/ijmars.v2i02.648
• Hard, B. M., & RaoShah, T. (2022). Developing collaborative thinkers: Rethinking how we define, teach, and assess class participation. Teaching of Psychology, 49(2), 176-184. https://doi.org/10.1177/0098628320986953
• Hernández-Sellés, N., Muñoz-Carril, P.-C., & González-Sanmamed, M. (2019). Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools. Computers & Education, 138, 1-12. https://doi.org/10.1016/j.compedu.2019.04.012
• Irwandi, I., Santoso, S., Sakroni, S., Lukitasari, M., & Hasan, R. (2022). School-community collaboration in inquiry-based learning to strengthen religious character and improve learning outcome of students. International Journal of Instruction, 15(3), 913-930. https://doi.org/10.29333/iji.2022.15349a
• Järvenoja, H., Malmberg, J., Törmänen, T., Mänty, K., Haataja, E., Ahola, S., & Järvelä, S. (2020). A collaborative learning design for promoting and analyzing adaptive motivation and emotion regulation in the science classroom. Frontiers in Education, 5, Article 111. https://doi.org/10.3389/feduc.2020.00111
• Jeong, Y. H., Healy, L. C., & McEwan, D. (2023). The application of goal setting theory to goal setting interventions in sport: A systematic review. International Review of Sport and Exercise Psychology, 16(1), 474-499. https://doi.org/10.1080/1750984X.2021.1901298
• Jones, C., Volet, S., Pino-Pasternak, D., & Heinimäki, O.-P. (2022). Interpersonal affect in groupwork: A comparative case study of two small groups with contrasting group dynamics outcomes. Frontline Learning Research, 10(1), 46-75. https://doi.org/10.14786/flr.v10i1.851
• Kariippanon, K. E., Cliff, D. P., Lancaster, S. L., Okely, A. D., & Parrish, A.-M. (2018). Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing. Learning Environments Research, 21(3), 301-320. https://doi.org/10.1007/s10984-017-9254-9
• Khery, Y., Hakim, A., Rokhmat, J., & Sukarso, A. (2025). Effectiveness of ethnoscience oriented project to improve students performance. Multidisciplinary Science Journal, 7(8), Article 2025417. https://doi.org/10.31893/multiscience.2025417
• Kourti, S. K. (2019). Students’ engagement in inquiry-based learning: Cognition, behavior and affect. In Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) (pp. 1461-1468).
• Lai, C.-L., Hwang, G.-J., & Tu, Y.-H. (2018). The effects of computer-supported self-regulation in science inquiry on learning outcomes, learning processes, and self-efficacy. Educational Technology Research and Development, 66(4), 863-892. https://doi.org/10.1007/s11423-018-9585-y
• Latifah, A., & Ichsan, I. (2023). Providing rewards as an effort to grow self-confidence in Madrasah Ibtidaiyah students. Al-Aulad: Journal of Islamic Primary Education, 6(1), 25-35. https://doi.org/10.15575/al-aulad.v6i1.22270
• Li, J., & Xue, E. (2023). Dynamic interaction between student learning behaviour and learning environment: Meta-analysis of student engagement and its influencing factors. Behavioral Sciences, 13(1), Article 59. https://doi.org/10.3390/bs13010059
• Luan, L., Hong, J.-C., Cao, M., Dong, Y., & Hou, X. (2023). Exploring the role of online EFL learners’ perceived social support in their learning engagement: A structural equation model. Interactive Learning Environments, 31(3), 1703-1714. https://doi.org/10.1080/10494820.2020.1855211
• Mahmud, S. N. D., Husnin, H., & Tuan Soh, T. M. (2020). Teaching presence in online gamified education for sustainability learning. Sustainability, 12(9), Article 3801. https://doi.org/10.3390/su12093801
• Maisarah, M. (2024). Enhancing children’s learning motivation through positive reinforcement: A classroom communication strategy. Jurnal Smart, 10(1), 81-95. https://doi.org/10.52657/js.v10i1.2289
• Martinot, D., Sicard, A., Gul, B., Yakimova, S., Taillandier-Schmitt, A., & Maintenant, C. (2022). Peers and teachers as the best source of social support for school engagement for both advantaged and priority education area students. Frontiers in Psychology, 13, Article 958286. https://doi.org/10.3389/fpsyg.2022.958286
• Mittelmeier, J., Rienties, B., Tempelaar, D., & Whitelock, D. (2018). Overcoming cross-cultural group work tensions: Mixed student perspectives on the role of social relationships. Higher Education, 75(1), 149-166. https://doi.org/10.1007/s10734-017-0131-3
• Mudana, W. (2023). The effect of ethnoscience-based course review horay learning towards cultural concept understanding and science process skills of the elementary school students. Nurture, 17(2), 137-148. https://doi.org/10.55951/nurture.v17i2.253
• Nekhorosheva, E. V. (2020). Creating security in the teacher-student relationship from the perspective of the existential-analytical approach. In E. Tareva & T. N. Bokova (Eds.), Dialogue of cultures—Culture of dialogue: From conflicting to understanding (European Proceedings of Social and Behavioural Sciences, Vol. 95, pp. 654-664). European Publisher. https://doi.org/10.15405/epsbs.2020.11.03.69
• Owens, D. C., Sadler, T. D., Barlow, A. T., & Smith-Walters, C. (2020). Student motivation from and resistance to active learning rooted in essential science practices. Research in Science Education, 50(1), 253-277. https://doi.org/10.1007/s11165-017-9688-1
• Parmiti, D. P., Rediani, N. N., Antara, I. G. W. S., & Jayadiningrat, M. G. (2021). The effectiveness of local culture-integrated science learning through project-based assessment on scientific attitudes and science process skills of elementary school students. Jurnal Pendidikan IPA Indonesia, 10(3), 439-446. https://doi.org/10.15294/jpii.v10i3.31301
• Pastore, G., & Luder, R. (2021). Teacher-student-relationship quality in inclusive secondary schools: Theory and measurement of emotional aspects of teaching. Frontiers in Education, 6, Article 643617. https://doi.org/10.3389/feduc.2021.643617
• Schnell, J., Saxer, K., Mori, J., & Hascher, T. (2025). Feeling well and doing well: The mediating role of school engagement in the relationship between student well-being and academic achievement. European Journal of Psychology of Education, 40, Article 48. https://doi.org/10.1007/s10212-025-00947-5
• Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. Advances in Motivation Science, 8, 153-179. https://doi.org/10.1016/bs.adms.2020.10.001
• Shinde, S. (2025). Peer-to-peer recognition systems and their impact on employee commitment: A case-based exploration of culture, motivation, and retention. Research Review Journal of Social Science, 5(1), 58-68. https://doi.org/10.31305/rrjss.2025.v05.n01.007
• Shteynberg, G., Hirsh, J. B., Bentley, R. A., & Garthoff, J. (2020). Shared worlds and shared minds: A theory of collective learning and a psychology of common knowledge. Psychological Review, 127(5), 918-931. https://doi.org/10.1037/rev0000200
• Sökmen, Y. (2021). The role of self-efficacy in the relationship between the learning environment and student engagement. Educational Studies, 47(1), 19-37. https://doi.org/10.1080/03055698.2019.1665986
• Syahmani, S., Rahmatilah, J., Winarti, A., Kusasi, M., Iriani, R., & Prasetyo, Y. D. (2022). Development of guided inquiry lesson based on ethnoscience e-modules to improve students’ problem-solving ability in chemistry class. Journal of Innovation in Educational and Cultural Research, 3(4), 670-682. https://doi.org/10.46843/jiecr.v3i4.363
• Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), Article 54. https://doi.org/10.3390/jintelligence11030054
• Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). The effectiveness of blended learning on students’ academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane. Heliyon, 8(12), Article e12657. https://doi.org/10.1016/j.heliyon.2022.e12657
• Tormis, M. B., Banaan, R. J., Magsucang, C. J. T., Juela, P. S., Butalid, M. S., Teña, S. J. S., Jikiri, S. S., Bais, R. L., Jr., & Esperat, H. P. (2025). Classroom climate as a predictor of academic performance: An empirical analysis. Psychology and Education: A Multidisciplinary Journal, 31(5), 536-541. https://doi.org/10.5281/zenodo.14773224
• Tosi, H. L. (1991). A theory of goal setting and task performance [Review of the book A theory of goal setting and task performance, by E. A. Locke & G. P. Latham]. Academy of Management Review, 16(2), 480-483. https://doi.org/10.2307/258875
• Tsai, C.-A., Song, M.-Y. W., Lo, Y.-F., & Lo, C.-C. (2023). Design thinking with constructivist learning increases the learning motivation and wicked problem-solving capability—An empirical research in Taiwan. Thinking Skills and Creativity, 50, Article 101385. https://doi.org/10.1016/j.tsc.2023.101385
• Turyamureeba, S. (2024). Collaborative learning environments: Encouraging peer-to-peer interaction. Eurasian Experiment Journal of Humanities and Social Sciences, 5(2), 1-4.
• van Kessel, G., Ryan, C., Paras, L., Johnson, N., Zariff, R. Z., & Stallman, H. M. (2025). Relationship between university belonging and student outcomes: A systematic review and meta-analysis. The Australian Educational Researcher, 52(3), 2511-2534. https://doi.org/10.1007/s13384-025-00822-8
• Wall, C. R. G. (2021). Relationship over reproach: Fostering resilience by embracing a trauma-informed approach to elementary education. Journal of Aggression, Maltreatment & Trauma, 30(1), 118-137. https://doi.org/10.1080/10926771.2020.1737292
• Wang, X., Hassan, A. B., Pyng, H. S., & Ye, H. (2022). Exploring the influence of teacher-student interaction strength, interaction time, interaction distance and interaction content on international student satisfaction with online courses. International Journal of Learning, Teaching and Educational Research, 21(2), 380-396. https://doi.org/10.26803/ijlter.21.2.21
• Yafie, E., Anisa, N., Maningtyas, R. D. T., Iriyanto, T., Jumaat, N. F., & Widiasih, R. M. (2024). Enhancing early childhood educator’s digital competencies through AI-powered learning modules (AI-PEL) training program. Al-Athfal: Jurnal Pendidikan Anak, 10(1), 73-82. https://doi.org/10.14421/al-athfal.2024.101-07
• Yafie, E., Ashari, Z. M., & Samah, N. A. (2022a). Mobile parenting training program based on a ubiquitous learning context to improve parenting skill: The moderating role parental locus of control. International Journal of Interactive Mobile Technologies, 16(2), 42-58. https://doi.org/10.3991/ijim.v16i02.27301
• Yafie, E., Haqqi, Y. A., Robbaniyah, I., Maulidia, L. N., Azizah, A. R., & Astuti, W. (2022b). Effectiveness mobile peer support application to enhance teacher competence: The moderating role teacher self-efficacy. In 2022 2nd International Conference on Information Technology and Education (ICIT&E) (pp. 347-352). IEEE. https://doi.org/10.1109/ICITE54466.2022.9759861
• Yafie, E., Samah, N. A., Mohamed, H., & Haqqi, Y. A. (2020). Collaborative mobile seamless learning (CMSL) based on Android apps to improving critical thinking in higher education in the post-COVID-19 era. Journal of Advanced Research in Dynamical and Control Systems, 12(Special Issue 7), 428-441. https://doi.org/10.5373/JARDCS/V12SP7/20202125
• Yildiz, N. G. (2021). School counselors’ leadership role in creating a collaborative school climate for linguistically diverse students. Journal of Education and Learning, 10(6), 7-17. https://doi.org/10.5539/jel.v10n6p7
• Yogeesha, C. (2016). The influence of peer interaction on learning. International Journal of Research and Analytical Reviews, 3(3), 930-937.
• Yu, J., Huang, C., Han, Z., He, T., & Li, M. (2020). Investigating the influence of interaction on learning persistence in online settings: Moderation or mediation of academic emotions? International Journal of Environmental Research and Public Health, 17(7), Article 2320. https://doi.org/10.3390/ijerph17072320
• Zhao, L., Lu, Y., Wang, B., Chau, P. Y. K., & Zhang, L. (2012). Cultivating the sense of belonging and motivating user participation in virtual communities: A social capital perspective. International Journal of Information Management, 32(6), 574-588. https://doi.org/10.1016/j.ijinfomgt.2012.02.006
• Zhao, X., Ismail, I. S., & Narasuman, S. (2022). Measurement indicators of student engagement and investigation on student engagement in blended learning. In Proceedings of the 2022 3rd International Conference on Artificial Intelligence and Education (IC-ICAIE 2022) (pp. 823-829). Atlantis Press. https://doi.org/10.2991/978-94-6463-040-4_125
• Zheng, F. (2022). Fostering students’ well-being: The mediating role of teacher interpersonal behavior and student-teacher relationships. Frontiers in Psychology, 12, Article 796728. https://doi.org/10.3389/fpsyg.2021.796728
• Zheng, J. (2021). A functional review of research on clarity, immediacy, and credibility of teachers and their impacts on motivation and engagement of students. Frontiers in Psychology, 12, Article 712419. https://doi.org/10.3389/fpsyg.2021.712419

APA

Ali, A., Kadir, A., Ristiani, R., Suwita, S., Wati, L. Y., & Endriani, E. (2026). Model of internal and external determinants of affiliation motivation among elementary school teacher education students in ethnoscience-based inquiry learning. Pedagogical Research, 11(4), em0292. https://doi.org/10.29333/pr/19624

Vancouver

Ali A, Kadir A, Ristiani R, Suwita S, Wati LY, Endriani E. Model of internal and external determinants of affiliation motivation among elementary school teacher education students in ethnoscience-based inquiry learning. PEDAGOGICAL RES. 2026;11(4):em0292. https://doi.org/10.29333/pr/19624

AMA

Ali A, Kadir A, Ristiani R, Suwita S, Wati LY, Endriani E. Model of internal and external determinants of affiliation motivation among elementary school teacher education students in ethnoscience-based inquiry learning. PEDAGOGICAL RES. 2026;11(4), em0292. https://doi.org/10.29333/pr/19624

Chicago

Ali, Aisyah, Akhmad Kadir, Ria Ristiani, Suwita Suwita, Lely Yustina Wati, and Endriani Endriani. "Model of internal and external determinants of affiliation motivation among elementary school teacher education students in ethnoscience-based inquiry learning". Pedagogical Research 2026 11 no. 4 (2026): em0292. https://doi.org/10.29333/pr/19624

Harvard

Ali, A., Kadir, A., Ristiani, R., Suwita, S., Wati, L. Y., and Endriani, E. (2026). Model of internal and external determinants of affiliation motivation among elementary school teacher education students in ethnoscience-based inquiry learning. Pedagogical Research, 11(4), em0292. https://doi.org/10.29333/pr/19624

MLA

Ali, Aisyah et al. "Model of internal and external determinants of affiliation motivation among elementary school teacher education students in ethnoscience-based inquiry learning". Pedagogical Research, vol. 11, no. 4, 2026, em0292. https://doi.org/10.29333/pr/19624