24. Göncz, A., Göncz, L., & Pekić, J. The influence of students’ personality traits on their perception of a good teacher within the five-factor model of personality. Acta Polytechnica Hungarica, 2014, No. 11, P. 65— 86. doi:10.12700/APH.11.03.2014.03.5
25. Göncz, L. Teacher personality: a review of psychological research and guidelines for a more comprehensive theory in educational psychology, Open Review of Educational Research, 2017, No. 4, P. 75—95, DOI: 10.1080/23265507.2017.1339572
26. Suplicz, S. What makes a teacher bad? Trait and learnt factors of teachers’ competencies. Acta Polytechnica Hungarica, 2009, No. 6, P. 125—138.
27. Sánchez, M. M., Pecino, R. M., Rodríguez, Y. T., & Melero, P. T. Student perspectives on the university professor role. Social Behavior and Personality: An International Journal, 2011, No. 39, P. 491—496. doi:10. 2224/sbp.2011.39.4.491
28. Brophy, J. Conceptualizing student motivation. Educational Psychologist, 1983, No. 18, P. 200—215.
29. Fisher, C., Berliner, D., Filby, N., Marliave, R., Cahen, L., & Dishaw, M. Teaching behaviors, academic learning time, and student achievement: An overview. In C. Denham
& A. Lieberman (Eds.), Time to Learn. Washington, D.C.: National Institute of Education. 1980.
30. McIntyre, D.J., Copenhaver, R.W., Byrd, D.M., & Norris, W.R. A study of engaged student behaviour within classroom activities during mathematics class. Journal of Educational Research, 1983, No. 77 (1), P. 55—59.
31. Astin, A. Student involvement: A developmental theory for higher education. Journal of College Student Development. 1984, No. 25, P.297—308.
32. Kuh, G. D. What we’re learning about student engagement from NSSE: Benchmarks for effective educational practices. Change, 2003, No. 35 (2)..
33. Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. A measure of college student course engagement. Journal of Educational Research, 2005, No. 98, P. 184—191.
34. Chapman E. Alternative approaches to assessing student engagement rates. Practical Assessment, Research & Evaluation, 2003, No. 8. Retrieved from http://pareonline.net/getvn.asp?v=8&n=13
35. Franklin, E.E. Assessing teaching artists through classroom observation. Teaching Artist Journal, 2005, No. 3, P. 148—157
36. Krause, K.L. and Coates, H. Students’ Engagement in First-Year University. Assessment & Evaluation in Higher Education, 2008, No. 33, P. 493—505. https://doi.org/10.1080/02602930701698892
37. Kiefer, S., and Pennington, S. Associations of teacher autonomy support and structure with young adolescents’ motivation, engagement, belonging, and achievement. Middle Grades Res. J. 2017, No. 11, P. 29.
38. Cinches, Ma. Florecilla & Russell, Ruth Love & Chavez, Judith & Ortiz, Rosella. Student engagement: Defining teacher effectiveness and teacher engagement. Journal of Institutional Research South East Asia. 2017, No. 15. P. 5—19.
39. Suldo, Shannon & Friedrich, Allison & White, Tiffany & Farmer, Jennie & Minch, Devon & Michalowski, Jessica. Teacher Support and Adolescents’ Subjective Well-Being: A Mixed-Methods Investigation. School Psychology Review. 2009, No. 38, P. 67—85. 10.1080/02796015.2009.12087850.
40. Spilt, Jantine & Hughes, Jan & Wu, Jiun-yu & Kwok, Oi-Man. Dynamics of Teacher—Student Relationships: Stability and Change Across Elementary School and the Influence on Children’s Academic Success. Child development. 2012, No. 83. P. 1180—95.
