Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value.

Background: Different teaching practices, such as autonomy support and structure, provide students with a positive learning context supporting their engagement, which can operate through their underlying motivation, including sense of competence and task value.

Aims: This study aims at investigating the best configuration (unique or synergistic) between autonomy support and structure to support student behavioural engagement, including compliance, participation, and misbehaviour, and reading achievement. A second objective is to assess students' sense of competence and task value as mediators linking teaching practices to student engagement and achievement.

Peer victimization and school disaffection: exploring the moderation effect of social support and the mediation effect of depression.

Background: Peer victimization is associated with increased internalizing problems and reduced school adjustment. Research into the main effect and the buffering effect of social support on these internalizing problems has produced inconsistent findings, and none has tested the buffering effect of social support on school adjustment. Moreover, recent studies have underlined the importance of taking various sources of social support into account.