FN Clarivate Analytics Web of Science
VR 1.0
PT J
AU Wang, YL
   Derakhshan, A
   Zhang, LJ
AF Wang, Yongliang
   Derakhshan, Ali
   Zhang, Lawrence Jun
TI Researching and Practicing Positive Psychology in Second/Foreign
   Language Learning and Teaching: The Past, Current Status and Future
   Directions
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE broaden-and-build theory; positive emotions; positive institutions;
   positive individual features; positive psychology; second; foreign
   language education
ID EMOTIONAL INTELLIGENCE; EFL TEACHERS; ENJOYMENT; ACHIEVEMENT; ANXIETY;
   GRIT; ENGAGEMENT; MOTIVATION; CONTEXT; PREDICT
AB In addressing the recent special issue in Frontiers in Psychology, namely "Positive Psychology in Foreign and Second Language Education: Approaches and Applications, " calling language education researchers around the globe to study positive emotions, positive personality traits, and positive institutional tendencies and their implications for language education systems, stakeholders, and policy practices, the present conceptual review paper aims to acquaint language education researchers, practitioners, instructors, and learners with the main tenets of positive psychology and their application in second/foreign language (L2) education research. Accordingly, by drawing on the broaden-and-build theory of positive emotions, we explain how individuals' positivity can result in their flourishment and development in any aspect of life, including L2 learning and teaching. Then, we introduce and conceptualize seven instances of positive psychology variables, namely academic engagement, emotion regulation, enjoyment, grit, loving pedagogy, resilience, and well-being and explain how these positive factors contribute to desirable L2 learning and teaching experiences. Subsequently, potential theoretical and pedagogical implications are drawn to enhance the quality and effectiveness of language education systems and their respective stakeholders. In the end, the limitations of the studies in this area are explicated, and suggestions for future research are provided to expand the extant literature on positive psychology in the domain of L2 education.
C1 [Wang, Yongliang] Henan Univ, Sch Coll English Teaching & Res, Ctr Second Language Writing Res, Kaifeng, Peoples R China.
   [Derakhshan, Ali] Golestan Univ, Fac Humanities & Social Sci, Dept English Language & Literature, Gorgan, Golestan, Iran.
   [Zhang, Lawrence Jun] Univ Auckland, Fac Educ & Social Work, Auckland, New Zealand.
C3 Henan University; Golestan University; University of Auckland
RP Derakhshan, A (corresponding author), Golestan Univ, Fac Humanities & Social Sci, Dept English Language & Literature, Gorgan, Golestan, Iran.
EM a.derakhshan@gu.ac.ir
RI Zhang, Lawrence Jun/H-1756-2018; Derakhshan, Ali/AAJ-4592-2020
OI Zhang, Lawrence Jun/0000-0003-1025-1746; Derakhshan,
   Ali/0000-0002-6639-9339; Wang, Yongliang/0000-0002-4672-8481
FU School of Teachers' Education of Henan University [YB-JFZX-22]
FX This paper was supported by School of Teachers' Education of Henan
   University, entitled A Study on Chinese EFL Teachers' Emotion
   Regulation, Resilience and Their Work Engagement Based on Positive
   Psychology (Grant No. YB-JFZX-22), 2021-2022.
CR Akos P, 2017, REV HIGH EDUC, V40, P163, DOI 10.1353/rhe.2017.0000
   [Anonymous], 2011, J. Lang. Teach. Res., DOI DOI 10.4304/JLTR.2.5.1122-1129
   [Anonymous], 1999, AFFECT LANGUAGE LEAR
   Arnold J., 2007, Language acquisition and development, P107
   Arnold Jane, 2011, Anglistiks: International Journal of English Studies, V22, P7
   Bielak J, 2022, LANG TEACH RES, V26, P1082, DOI 10.1177/1362168820912352
   Bobek B., 2002, The Clearinghouse: A Journal of Educational Strategies, V75, P202, DOI [https://doi.org/10.1080/00098650209604932, DOI 10.1080/0009865020960493]
   Chaffee KE, 2014, STUD SECOND LANG LE, V4, P355, DOI 10.14746/ssllt.2014.4.2.9
   Christenson SL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P1, DOI 10.1007/978-1-4614-2018-7
   Clark KN, 2019, J SCHOOL PSYCHOL, V72, P49, DOI 10.1016/j.jsp.2018.12.001
   Csikszentmihalyi M., 1990, Flow: The psychology of optimal experience
   Derakhshan A., 2021, EXPLORING VALIDITY D
   Derakhshan A., 2022, SYSTEM, V106, P1, DOI [10.1016/j.system.2022.102790, DOI 10.1016/J.SYSTEM.2022.102790]
   Derakhshan A., 2020, TESL-EJ, V24, pn3, DOI DOI 10.4324/9781315413259-1
   Derakhshan Ali., 2021, Journal of Teaching Persian to Speakers of Other Languages, V10, P3, DOI [DOI 10.30479/JTPSOL.2021.14654.1506, 10.30479/JTPSOL.2021.14654.1506]
   Dewaele J.M., 2019, Evidence-Based Second Language Pedagogy, P263, DOI DOI 10.4324/9781351190558-12
   Dewaele J.-M., 2020, Language World, V196, P34
   Dewaele JM, 2021, LANG TEACH RES, V25, P922, DOI 10.1177/13621688211014538
   Dewaele JM, 2020, STUD SECOND LANG LE, V10, P45, DOI 10.14746/ssllt.2020.10.1.3
   Dewaele JM, 2021, INNOV LANG LEARN TEA, V15, P66, DOI 10.1080/17501229.2019.1675667
   Dewaele JM, 2022, APPL LINGUIST REV, V13, P243, DOI 10.1515/applirev-2019-0021
   Dewaele JM, 2019, FRONT PSYCHOL, V10, DOI 10.3389/fpsyg.2019.02128
   Dewaele JM, 2019, MOD LANG J, V103, P412, DOI 10.1111/modl.12555
   Dewaele JM, 2018, LANG TEACH RES, V22, P676, DOI 10.1177/1362168817692161
   Dewaele JM, 2014, STUD SECOND LANG LE, V4, P237, DOI 10.14746/ssllt.2014.4.2.5
   Duckworth AL, 2007, J PERS SOC PSYCHOL, V92, P1087, DOI 10.1037/0022-3514.92.6.1087
   *Elahi Shirvan M., 2018, J INTERCULTURAL COMM, V47, P21, DOI [10.1080/17475759.2017.1400458, DOI 10.1080/17475759.2017.1400458]
   Shirvan ME, 2024, J MULTILING MULTICUL, V45, P224, DOI 10.1080/01434632.2021.1874392
   Ergün ALP, 2021, SYSTEM, V99, DOI 10.1016/j.system.2021.102506
   Fathi J., 2019, Teaching English Language, V13, P117, DOI [DOI 10.22132/TEL.2019.95883, 10.22132/TEL.2019.95883]
   Fathi J, 2021, IRAN J LANG TEACH RE, V9, P13, DOI 10.30466/ijltr.2021.121043
   Fredrickson B.L., 2004, The psychology of gratitude, P145, DOI DOI 10.1093/ACPROF:OSO/9780195150100.003.0008
   Gabry-Barker D., 2021, Positive psychology in second and foreign language education, P187, DOI [10.1007/978-3-030-64444-4_10, DOI 10.1007/978-3-030-64444-4_10]
   Gabry-Barker D., 2016, POSITIVE PSYCHOL PER, DOI [10.1007/978-3-319-32954-3, DOI 10.1007/978-3-319-32954-3]
   Gao L.X., 2020, LINGUIST PHILOS, V19, P64, DOI [10.22381/LPI1920203, DOI 10.22381/LPI192020]
   Garg Pooja, 2014, International Journal of Society Systems Science, V6, P264, DOI 10.1504/IJSSS.2014.065215
   Ghanizadeh A, 2015, INT J PEDAGOG LEARN, V10, P139, DOI 10.1080/22040552.2015.1113847
   Ghanizadeh A, 2010, ELT J, V64, P424, DOI 10.1093/elt/ccp084
   Gloria CT, 2013, MOTIV EMOTION, V37, P185, DOI 10.1007/s11031-012-9291-8
   Greenier V, 2021, SYSTEM, V97, DOI 10.1016/j.system.2020.102446
   Gregersen T, 2014, STUD SECOND LANG LE, V4, P327, DOI 10.14746/ssllt.2014.4.2.8
   Gregersen T, 2013, SECOND LANG ACQUIS, V68, P89
   Gross J. J., 1998, REV GEN PSYCHOL, P271, DOI [10.1037/1089-2680.2.3.271, DOI 10.1037/1089-2680.2.3.271]
   Gross JJ, 2003, J PERS SOC PSYCHOL, V85, P348, DOI 10.1037/0022-3514.85.2.348
   Gu Q, 2013, BRIT EDUC RES J, V39, P22, DOI 10.1080/01411926.2011.623152
   Hiver P., 2020, STUDENT ENGAGEMENT L, DOI [10.21832/HIVER3606, DOI 10.21832/HIVER3606]
   Hiver P., 2018, Language teacher psychology pp, P231, DOI [10.21832/9781783099467-018, DOI 10.21832/9781783099467-018]
   Hiver P, 2024, LANG TEACH RES, V28, P201, DOI 10.1177/13621688211001289
   Hiver P, 2020, SYSTEM, V91, DOI 10.1016/j.system.2020.102260
   Jiang AL, 2021, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.704269
   Jin J., 2021, Positive psychology in second and foreign language education, P19
   Jin YX, 2021, INT J BILING EDUC BI, V24, P948, DOI 10.1080/13670050.2018.1526253
   Jin YX, 2019, PERCEPT MOTOR SKILL, V126, P1024, DOI 10.1177/0031512519864471
   Khajavy G.H., 2021, PSYCHOL LANG LEARN T, P241
   Khajavy GH, 2021, STUD SECOND LANG ACQ, V43, P379, DOI 10.1017/S0272263120000480
   Kim TY, 2021, J PSYCHOLINGUIST RES, V50, P417, DOI 10.1007/s10936-020-09721-8
   Kruk M, 2021, INVESTIGATING DYNAMI, DOI [10.1007/978-3-030-65269-2, DOI 10.1007/978-3-030-65269-2]
   Kruk M, 2022, COMPUT ASSIST LANG L, V35, P190, DOI 10.1080/09588221.2019.1677722
   Lake J., 2013, Language learning motivation in Japan, P71, DOI DOI 10.21832/9781783090518-015
   Li CC, 2019, FRONT PSYCHOL, V10, DOI 10.3389/fpsyg.2019.02453
   Li CC, 2020, J MULTILING MULTICUL, V41, P246, DOI 10.1080/01434632.2019.1614187
   Li CC, 2020, APPL LINGUIST REV, V11, P485, DOI 10.1515/applirev-2018-0043
   Li CC, 2018, SYSTEM, V76, P183, DOI 10.1016/j.system.2018.06.004
   Liu HG, 2021, SYSTEM, V96, DOI 10.1016/j.system.2020.102425
   Lopez S.J., 2008, POSITIVE PSYCHOL EXP, V4
   Loreman T., 2011, Love as pedagogy, DOI [10.1007/978-94-6091-484-3, DOI 10.1007/978-94-6091-484-3]
   MacIntyre P., 2021, POSITIVE PSYCHOL 2 F, P17
   MacIntyre P.D., 2016, Positive psychology in SLA, DOI [10.21832/9781783095360, DOI 10.21832/9781783095360]
   MacIntyre P, 2012, STUD SECOND LANG LE, V2, P193, DOI 10.14746/ssllt.2012.2.2.4
   Macintyre PD, 2019, MOD LANG J, V103, P262, DOI 10.1111/modl.12544
   MacIntyre PD, 2016, SECOND LANG LEARN, P3, DOI 10.1007/978-3-319-32954-3_1
   MacIntyre PD, 2014, STUD SECOND LANG LE, V4, P153, DOI 10.14746/ssllt.2014.4.2.2
   Marcos-Llinás M, 2009, FOREIGN LANG ANN, V42, P94, DOI 10.1111/j.1944-9720.2009.01010.x
   Maslow A. H., 1954, MOTIVATION PERSONALI
   Mercer S., 2020, Teacher wellbeing
   Mercer S., 2020, Engaging language learners in contemporary classrooms, DOI DOI 10.1017/9781009024563
   Mercer S., 2019, Second handbook of English language teaching, DOI [10.1007/978-3-030-02899-240, DOI 10.1007/978-3-030-02899-240]
   Mercer S, 2021, ELT J, V75, P14, DOI 10.1093/elt/ccaa062
   Mercer S, 2016, SECOND LANG ACQUIS, V97, P91
   Mierzwa E, 2019, J EDUC CULT SOC, V10, P170, DOI 10.15503/jecs20192.170.188
   Mystkowska-Wiertelak A., 2021, Positive Psychology in Second and Foreign Language Education, P119, DOI 10.1007/978-3-030-64444-4_6
   Mystkowska-Wiertelak A, 2022, LANG LEARN J, V50, P393, DOI 10.1080/09571736.2020.1800067
   Oxford RL, 2016, SECOND LANG ACQUIS, V97, P10
   Park N, 2004, J SOC CLIN PSYCHOL, V23, P603, DOI 10.1521/jscp.23.5.603.50748
   Pavelescu LM, 2018, STUD SECOND LANG LE, V8, P73, DOI 10.14746/ssllt.2018.8.1.4
   Pawlak M., 2020, Boredom in the foreign language classroom: A micro-perspective, DOI [10.1007/978-3-030-50769-5, DOI 10.1007/978-3-030-50769-5]
   Pekrun R, 2006, EDUC PSYCHOL REV, V18, P315, DOI 10.1007/s10648-006-9029-9
   Peterson C., 2006, A primer in positive psychology
   Pishghadam R., 2019, Polish Psychological Bulletin, DOI [DOI 10.24425/PPB.2019.131001, 10.24425/PPB.2019.131001]
   Pishghadam R, 2021, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.707314
   Pishghadam R, 2023, CURR PSYCHOL, V42, P4065, DOI 10.1007/s12144-021-01738-z
   RYFF CD, 1989, J PERS SOC PSYCHOL, V57, P1069, DOI 10.1037/0022-3514.57.6.1069
   Seligman M.E., 2014, POSITIVE PSYCHOL INT, P279, DOI [10.1037//0003-066X.55.1.5, DOI 10.1037//0003-066X.55.1.5]
   Seligman M. E. P., 2011, Flourish: A visionary new understanding of happiness and wellbeing, DOI DOI 10.5860/CHOICE.48-7217
   Seligman MEP, 2000, AM PSYCHOL, V55, P5, DOI 10.1037/0003-066X.55.1.5
   Shirvan ME, 2020, FRONT PSYCHOL, V11, DOI 10.3389/fpsyg.2020.01391
   Shirvan ME, 2020, EURASIAN J APPL LING, V6, P23, DOI 10.32601/ejal.710194
   Shirvan ME, 2021, INT J BILING EDUC BI, V24, P31, DOI 10.1080/13670050.2018.1441804
   Snyder C R., 2020, The Oxford handbook of positive psychology, DOI DOI 10.1093/OXFORDHB/9780199396511.001.0001
   Steinmayr R, 2018, CONTEMP EDUC PSYCHOL, V53, P106, DOI 10.1016/j.cedpsych.2018.02.004
   Talebzadeh N, 2020, INNOV LANG LEARN TEA, V14, P399, DOI 10.1080/17501229.2019.1614184
   Teimouri Y, 2022, LANG TEACH RES, V26, P893, DOI 10.1177/1362168820921895
   Teng LS, 2018, METACOGN LEARN, V13, P213, DOI 10.1007/s11409-017-9171-4
   Teng LS, 2016, MOD LANG J, V100, DOI 10.1111/modl.12339
   Thompson R A, 1994, Monogr Soc Res Child Dev, V59, P25, DOI 10.2307/1166137
   Wang Y.L, 2021, REV BOOK PROFESSIONA
   Xie F, 2021, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.708490
   Yin LC, 2019, TEACH TEACH EDUC, V86, DOI 10.1016/j.tate.2019.102884
   Zhang L.J., 2012, ENHANCING SINGAPOREA
NR 109
TC 386
Z9 392
U1 160
U2 1103
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD AUG 19
PY 2021
VL 12
AR 731721
DI 10.3389/fpsyg.2021.731721
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA UK9XN
UT WOS:000692316300001
PM 34489835
OA Green Published, gold
DA 2024-07-19
ER

PT J
AU Giacomelli, E
   Meraviglia, V
   Campostrini, G
   Cochrane, A
   Cao, X
   van Helden, RWJ
   Garcia, AK
   Mircea, M
   Kostidis, S
   Davis, RP
   van Meer, BJ
   Jost, CR
   Koster, AJ
   Mei, HL
   Míguez, DG
   Mulder, AA
   Ledesma-Terrón, M
   Pompilio, G
   Sala, L
   Salvatori, DCF
   Slieker, RC
   Sommariva, E
   de Vries, AAF
   Giera, M
   Semrau, S
   Tertoolen, LGJ
   Orlova, VV
   Bellin, M
   Mummery, CL
AF Giacomelli, Elisa
   Meraviglia, Viviana
   Campostrini, Giulia
   Cochrane, Amy
   Cao, Xu
   van Helden, Ruben W. J.
   Garcia, Ana Krotenberg
   Mircea, Maria
   Kostidis, Sarantos
   Davis, Richard P.
   van Meer, Berend J.
   Jost, Carolina R.
   Koster, Abraham J.
   Mei, Hailiang
   Miguez, David G.
   Mulder, Aat A.
   Ledesma-Terron, Mario
   Pompilio, Giulio
   Sala, Luca
   Salvatori, Daniela C. F.
   Slieker, Roderick C.
   Sommariva, Elena
   de Vries, Antoine A. F.
   Giera, Martin
   Semrau, Stefan
   Tertoolen, Leon G. J.
   Orlova, Valeria V.
   Bellin, Milena
   Mummery, Christine L.
TI Human-iPSC-Derived Cardiac Stromal Cells Enhance Maturation in 3D
   Cardiac Microtissues and Reveal Non-cardiomyocyte Contributions to Heart
   Disease
SO CELL STEM CELL
LA English
DT Article
ID PLURIPOTENT STEM-CELL; DIFFERENTIAL EXPRESSION ANALYSIS;
   RIGHT-VENTRICULAR CARDIOMYOPATHY; GENE-EXPRESSION; PLAKOPHILIN-2;
   CONNEXIN43; MODELS; FIBROBLASTS; MECHANISMS; PACKAGE
AB Cardiomyocytes (CMs) from human induced pluripotent stem cells (hiPSCs) are functionally immature, but this is improved by incorporation into engineered tissues or forced contraction. Here, we showed that tricellular combinations of hiPSC-derived CMs, cardiac fibroblasts (CFs), and cardiac endothelial cells also enhance maturation in easily constructed, scaffold-free, three-dimensional microtissues (MTs). hiPSC-CMs in MTs with CFs showed improved sarcomeric structures with T-tubules, enhanced contractility, and mitochondrial respiration and were electrophysiologically more mature than MTs without CFs. Interactions mediating maturation included coupling between hiPSC-CMs and CFs through connexin 43 (CX43) gap junctions and increased intracellular cyclic AMP (cAMP). Scaled production of thousands of hiPSC-MTs was highly reproducible across lines and differentiated cell batches. MTs containing healthy-control hiPSC-CMs but hiPSC-CFs from patients with arrhythmogenic cardiomyopathy strikingly recapitulated features of the disease. Our MT model is thus a simple and versatile platform for modeling multicellular cardiac diseases that will facilitate industry and academic engagement in high-throughput molecular screening.
C1 [Giacomelli, Elisa; Meraviglia, Viviana; Campostrini, Giulia; Cochrane, Amy; Cao, Xu; van Helden, Ruben W. J.; Garcia, Ana Krotenberg; Davis, Richard P.; van Meer, Berend J.; Sala, Luca; Tertoolen, Leon G. J.; Orlova, Valeria V.; Bellin, Milena; Mummery, Christine L.] Leiden Univ, Dept Anat & Embryol, Med Ctr, NL-2333 Leiden, Netherlands.
   [Mircea, Maria; Semrau, Stefan] Leiden Univ, Leiden Inst Phys, NL-2333 Leiden, Netherlands.
   [Kostidis, Sarantos; Giera, Martin] Leiden Univ, Ctr Prote & Metabol, Med Ctr, NL-2333 Leiden, Netherlands.
   [Jost, Carolina R.; Koster, Abraham J.; Mulder, Aat A.; Slieker, Roderick C.] Leiden Univ, Dept Cell & Chem Biol, Med Ctr, NL-2333 Leiden, Netherlands.
   [Mei, Hailiang] Leiden Univ, Med Ctr, Sequencing Anal Support Core, NL-2333 Leiden, Netherlands.
   [Miguez, David G.; Ledesma-Terron, Mario] Univ Autonoma Madrid, Ctr Biol Mol Severo Ochoa, Inst Nicolas Cabrera & Condensed Matter Phys Ctr, Dept Fis Mat Condensada, Madrid 28049, Spain.
   [Pompilio, Giulio; Sommariva, Elena] Ctr Cardiol Monzino IRCCS, Vasc Biol & Regenerat Med Unit, I-20138 Milan, Italy.
   [Pompilio, Giulio] Univ Milan, Dept Clin Sci & Community Hlth, I-20122 Milan, Italy.
   [Salvatori, Daniela C. F.] Leiden Univ, Cent Lab Anim Facil, Med Ctr, NL-2333 Leiden, Netherlands.
   [Slieker, Roderick C.] Vrije Univ Amsterdam, Amsterdam Publ Hlth Inst, Dept Epidemiol & Biostat, Med Ctr, NL-1007 Amsterdam, Netherlands.
   [de Vries, Antoine A. F.] Leiden Univ, Dept Cardiol, Med Ctr, NL-2333 Leiden, Netherlands.
   [Bellin, Milena] Univ Padua, Dept Biol, I-35121 Padua, Italy.
   [Bellin, Milena] Veneto Inst Mol Med, I-35129 Padua, Italy.
   [Mummery, Christine L.] Univ Twente, Dept Appl Stem Cell Technol, NL-7500 Enschede, Netherlands.
   [Sala, Luca] Ist Auxol Italiano, IRCCS, Ctr Cardiac Arrhythmias Genet Origin, I-20095 Cusano Milanino, Italy.
   [Sala, Luca] Lab Cardiovasc Genet, I-20095 Cusano Milanino, Italy.
   [Salvatori, Daniela C. F.] Univ Utrecht, Fac Vet Med, Anat & Physiol Div, Dept Pathobiol, NL-3584 Utrecht, Netherlands.
C3 Leiden University - Excl LUMC; Leiden University; Leiden University
   Medical Center (LUMC); Leiden University; Leiden University - Excl LUMC;
   Leiden University; Leiden University Medical Center (LUMC); Leiden
   University - Excl LUMC; Leiden University - Excl LUMC; Leiden
   University; Leiden University Medical Center (LUMC); Leiden University;
   Leiden University Medical Center (LUMC); Leiden University - Excl LUMC;
   Autonomous University of Madrid; Consejo Superior de Investigaciones
   Cientificas (CSIC); CSIC - Centro de Biologia Molecular Severo Ochoa
   (CBM); IRCCS Centro Cardiologico Monzino; University of Milan; Leiden
   University; Leiden University Medical Center (LUMC); Leiden University -
   Excl LUMC; Vrije Universiteit Amsterdam; Leiden University - Excl LUMC;
   Leiden University; Leiden University Medical Center (LUMC); University
   of Padua; Veneto Institute Molecular Medicine; IRCCS Istituto Auxologico
   Italiano; Utrecht University
RP Orlova, VV; Bellin, M; Mummery, CL (corresponding author), Leiden Univ, Dept Anat & Embryol, Med Ctr, NL-2333 Leiden, Netherlands.; Bellin, M (corresponding author), Univ Padua, Dept Biol, I-35121 Padua, Italy.; Bellin, M (corresponding author), Veneto Inst Mol Med, I-35129 Padua, Italy.; Mummery, CL (corresponding author), Univ Twente, Dept Appl Stem Cell Technol, NL-7500 Enschede, Netherlands.
EM v.orlova@lumc.nl; m.bellin@lumc.nl; c.l.mummery@lumc.nl
RI Kostidis, Sarantos/Y-2422-2018; Giera, Martin/Y-2413-2018; de Vries,
   Antoine/ABG-5787-2021; Sommariva, Elena/K-4078-2016; Davis, Richard
   P/F-8910-2013; Gómez, David G Míguez/K-4519-2014; Koster, Abraham
   J/I-7665-2017; Pompilio, Giulio/J-6701-2014; Campostrini,
   Giulia/HGU-5867-2022; Orlova, Valeria V/C-6065-2014; Sala,
   Luca/J-9532-2018; Semrau, Stefan/B-9772-2009; Bellin,
   Milena/M-2311-2014; Meraviglia, Viviana/J-4823-2016
OI Giera, Martin/0000-0003-1684-1894; Davis, Richard P/0000-0002-7917-9423;
   Koster, Abraham J/0000-0003-1717-2549; Pompilio,
   Giulio/0000-0003-2581-5735; Campostrini, Giulia/0000-0003-4688-4991;
   Orlova, Valeria V/0000-0002-1169-2802; Sala, Luca/0000-0002-4129-6632;
   Semrau, Stefan/0000-0002-4245-2246; Ledesma Terron,
   Mario/0000-0003-4045-3939; Cao, Xu/0000-0002-8368-6727; Bellin,
   Milena/0000-0001-5380-6743; van Helden, Ruben/0000-0001-8288-8717;
   Meraviglia, Viviana/0000-0002-9571-0309; Krotenberg,
   Ana/0000-0002-9181-4426; Salvatori, Daniela/0009-0005-3006-8502;
   Giacomelli, Elisa/0000-0001-9233-235X; Mircea, Maria/0000-0002-1935-8665
FU European Research Council [ERCAdG 323182 STEMCARDIOVASC]; European
   Community's Seventh Framework Programme (FP7/2007-2013) [602423];
   European Union's Horizon 2020 Research and Innovation Programme
   [668724]; Netherlands Organ-on-Chip Initiative, an NWO Gravitation -
   Ministry of Education, Culture and Science of the government of the
   Netherlands [024.003.001]; Transnational Research Project on
   Cardiovascular Diseases [JTC2016_FP-40-021 ACM-HF]; Netherlands
   Organisation for Health Research and Development ZonMW (MKMD project)
   [114022504]; Health-Holland TKI-LSH PPP-allowance [LSHM17013-H007];
   European Union's Horizon 2020 Research and Innovation Programme under
   the Marie Sklodowska Curie grant [707404]; H2020 Societal Challenges
   Programme [668724] Funding Source: H2020 Societal Challenges Programme
FX This project was funded by the following grants: European Research
   Council (ERCAdG 323182 STEMCARDIOVASC); European Community's Seventh
   Framework Programme (FP7/2007-2013) under grant agreement no. 602423;
   European Union's Horizon 2020 Research and Innovation Programme under
   grant agreement no. 668724; Netherlands Organ-on-Chip Initiative, an NWO
   Gravitation project funded by the Ministry of Education, Culture and
   Science of the government of the Netherlands (024.003.001);
   Transnational Research Project on Cardiovascular Diseases
   (JTC2016_FP-40-021 ACM-HF); the Netherlands Organisation for Health
   Research and Development ZonMW (MKMD project no. 114022504);
   Health-Holland TKI-LSH PPP-allowance (LSHM17013-H007); and European
   Union's Horizon 2020 Research and Innovation Programme under the Marie
   Sklodowska Curie grant agreement no. 707404. We thank the following LUMC
   colleagues: F.E. van den Hill for performing shRNA-mediated silencing
   and overexpression experiments of CX43 in hiPSC-cardiac and skin
   fibroblasts and technical assistance; D. Ward-van Oostwaard for
   technical assistance; L. Windt for help with immunofluorescence staining
   and imaging; O. Halaidych for help with calcium experiments; S. Gerhardt
   for MT cryosectioning and immunostaining; M.J.W.E. Rabelink for help
   with the production of shCX43 Lentivirus stocks; S.L. Kloet and E. de
   Meijer (Leiden Genome Technology Center) for help with 10X Genomics
   experiments (cell encapsulation, library preparation, single-cell
   sequencing, primary data mapping, and quality control); and LUMC hiPSC
   core facility for providing primary human dermal fibroblasts. The
   graphical abstract was created with https://BioRender.com.
CR Agullo-Pascual E, 2013, CARDIOVASC RES, V100, P231, DOI 10.1093/cvr/cvt191
   Anders S, 2015, BIOINFORMATICS, V31, P166, DOI 10.1093/bioinformatics/btu638
   Guadix JA, 2017, STEM CELL REP, V9, P1754, DOI 10.1016/j.stemcr.2017.10.023
   Blazeski A, 2019, TISSUE ENG PT A, V25, P725, DOI [10.1089/ten.tea.2018.0272, 10.1089/ten.TEA.2018.0272]
   Bray MA, 2015, CURR PROTOC MOL BIOL, V109, P14
   Brette F, 2007, PHYSIOLOGY, V22, P167, DOI 10.1152/physiol.00005.2007
   Carpenter AE, 2006, GENOME BIOL, V7, DOI 10.1186/gb-2006-7-10-r100
   Carvajal-Vergara X, 2010, NATURE, V465, P808, DOI 10.1038/nature09005
   Caspi O, 2013, CIRC-CARDIOVASC GENE, V6, P557, DOI 10.1161/CIRCGENETICS.113.000188
   Cross MJ, 2015, BRIT J PHARMACOL, V172, P957, DOI 10.1111/bph.12979
   Dell'Era P, 2015, WORLD J STEM CELLS, V7, P329, DOI 10.4252/wjsc.v7.i2.329
   Denning C, 2016, BBA-MOL CELL RES, V1863, P1728, DOI 10.1016/j.bbamcr.2015.10.014
   Dobin A, 2013, BIOINFORMATICS, V29, P15, DOI 10.1093/bioinformatics/bts635
   Dostal D, 2015, COMPR PHYSIOL, V5, P887, DOI 10.1002/cphy.c140053
   Dudek J, 2013, STEM CELL RES, V11, P806, DOI 10.1016/j.scr.2013.05.005
   Eisner DA, 2017, CIRC RES, V121, P181, DOI 10.1161/CIRCRESAHA.117.310230
   Faas FGA, 2012, J CELL BIOL, V198, P457, DOI 10.1083/jcb.201201140
   Furtado MB, 2016, DEVELOPMENT, V143, P387, DOI 10.1242/dev.120576
   Furtado MB, 2014, GENOM DATA, V2, P345, DOI 10.1016/j.gdata.2014.10.006
   Gaujoux R, 2010, BMC BIOINFORMATICS, V11, DOI 10.1186/1471-2105-11-367
   Giacomelli E, 2017, CELL MOL LIFE SCI, V74, P3711, DOI 10.1007/s00018-017-2546-5
   Giacomelli E., 2017, CURR PROTOC HUM GENE, V95
   Giacomelli E, 2017, DEVELOPMENT, V144, P1008, DOI 10.1242/dev.143438
   Giraldo A, 2012, BIOCHEM J, V444, P343, DOI 10.1042/BJ20120125
   Gomes J, 2012, EUR HEART J, V33, P1942, DOI 10.1093/eurheartj/ehr472
   Gupta MK, 2010, BMC DEV BIOL, V10, DOI 10.1186/1471-213X-10-98
   Haghverdi L, 2018, NAT BIOTECHNOL, V36, P421, DOI 10.1038/nbt.4091
   Hayakawa T, 2012, TISSUE ENG PART C-ME, V18, P21, DOI [10.1089/ten.tec.2011.0273, 10.1089/ten.TEC.2011.0273]
   Ibrahim M, 2013, HUM MOL GENET, V22, P372, DOI 10.1093/hmg/dds434
   IWAKI K, 1990, J BIOL CHEM, V265, P13809
   Joshi N., 2011, SICKLE SLIDING WINDO
   Kehat I, 2001, J CLIN INVEST, V108, P407, DOI 10.1172/JCI200112131
   Klesen Alexander, 2018, Herzschrittmacherther Elektrophysiol, V29, P62, DOI 10.1007/s00399-018-0553-3
   Kofron CM, 2017, AM J PHYSIOL-HEART C, V313, pH810, DOI 10.1152/ajpheart.00181.2017
   Kostidis S, 2017, ANAL CHIM ACTA, V980, P1, DOI 10.1016/j.aca.2017.05.011
   Kuppusamy KT, 2015, P NATL ACAD SCI USA, V112, pE2785, DOI 10.1073/pnas.1424042112
   Lazzarini E, 2015, HUM MUTAT, V36, P403, DOI 10.1002/humu.22765
   Legland D, 2016, BIOINFORMATICS, V32, P3532, DOI 10.1093/bioinformatics/btw413
   Lemoine MD, 2017, SCI REP-UK, V7, DOI 10.1038/s41598-017-05600-w
   Liu J, 2018, CARDIOVASC RES, V114, P1848, DOI 10.1093/cvr/cvy134
   Lombardi R, 2009, CIRC RES, V104, P1076, DOI 10.1161/CIRCRESAHA.109.196899
   Lun ATL, 2016, GENOME BIOL, V17, DOI 10.1186/s13059-016-0947-7
   Mahoney VM, 2016, SCI REP-UK, V6, DOI 10.1038/srep26744
   Mannhardt I, 2016, STEM CELL REP, V7, P29, DOI 10.1016/j.stemcr.2016.04.011
   Martin M., 2011, EMBnet J., V17, P10, DOI [10.14806/ej.17.1.200, DOI 10.14806/EJ.17.1.200]
   Mathur A, 2015, SCI REP-UK, V5, DOI 10.1038/srep08883
   Matthes SA, 2011, CELL COMMUN ADHES, V18, P73, DOI 10.3109/15419061.2011.621561
   McCarthy DJ, 2012, NUCLEIC ACIDS RES, V40, P4288, DOI 10.1093/nar/gks042
   Moretti A, 2010, NEW ENGL J MED, V363, P1397, DOI 10.1056/NEJMoa0908679
   Mummery C, 2003, CIRCULATION, V107, P2733, DOI 10.1161/01.CIR.0000068356.38592.68
   Ng ES, 2008, NAT PROTOC, V3, P768, DOI 10.1038/nprot.2008.42
   Ongstad E, 2016, J MOL CELL CARDIOL, V91, P238, DOI 10.1016/j.yjmcc.2016.01.010
   Oxford EM, 2007, CIRC RES, V101, P703, DOI 10.1161/CIRCRESAHA.107.154252
   Pellman J, 2016, J MOL CELL CARDIOL, V94, P22, DOI 10.1016/j.yjmcc.2016.03.005
   Pinto AR, 2016, CIRC RES, V118, P400, DOI 10.1161/CIRCRESAHA.115.307778
   Pioner JM, 2016, STEM CELL REP, V6, P885, DOI 10.1016/j.stemcr.2016.04.006
   Pointon A, 2017, TOXICOL SCI, V155, P444, DOI 10.1093/toxsci/kfw227
   Risebro CA, 2015, DEVELOPMENT, V142, P3630, DOI 10.1242/dev.127621
   Robinson MD, 2010, BIOINFORMATICS, V26, P139, DOI 10.1093/bioinformatics/btp616
   Rog-Zielinska EA, 2016, TRENDS MOL MED, V22, P99, DOI 10.1016/j.molmed.2015.12.006
   Ronaldson-Bouchard K, 2018, NATURE, V556, P239, DOI 10.1038/s41586-018-0016-3
   Sala L, 2018, CIRC RES, V122, pe5, DOI 10.1161/CIRCRESAHA.117.312067
   Sala L, 2017, BRIT J PHARMACOL, V174, P3749, DOI 10.1111/bph.13577
   Sato PY, 2011, CIRC RES, V109, P193, DOI 10.1161/CIRCRESAHA.111.247023
   Schindelin J, 2012, NAT METHODS, V9, P676, DOI [10.1038/NMETH.2019, 10.1038/nmeth.2019]
   Siu CW, 2012, AGING-US, V4, P803, DOI 10.18632/aging.100503
   Sommariva E, 2016, EUR HEART J, V37, P1835, DOI 10.1093/eurheartj/ehv579
   Sommariva E, 2017, DIS MODEL MECH, V10, P823, DOI 10.1242/dmm.029363
   Sreedhar K., 2012, International Journal of Computer Science and Information Technology, V4, P33
   STEWART WW, 1978, CELL, V14, P741, DOI 10.1016/0092-8674(78)90256-8
   Takahashi A, 1999, PHYSIOL REV, V79, P1089, DOI 10.1152/physrev.1999.79.4.1089
   Takahashi K, 2007, CELL, V131, P861, DOI 10.1016/j.cell.2007.11.019
   Tallquist MD, 2017, NAT REV CARDIOL, V14, P484, DOI 10.1038/nrcardio.2017.57
   te Riele ASJM, 2017, CARDIOVASC RES, V113, P102, DOI 10.1093/cvr/cvw234
   Thompson SA, 2011, CIRCULATION, V123, P2083, DOI 10.1161/CIRCULATIONAHA.110.015057
   Tiburcy M, 2017, CIRCULATION, V135, P1832, DOI 10.1161/CIRCULATIONAHA.116.024145
   Valle G, 1997, FEBS LETT, V415, P163, DOI 10.1016/S0014-5793(97)01108-3
   van den Berg CW, 2016, METHODS MOL BIOL, V1353, P163, DOI 10.1007/7651_2014_178
   van den Berg CW, 2015, DEVELOPMENT, V142, P3231, DOI 10.1242/dev.123810
   van den Brink SC, 2017, NAT METHODS, V14, P935, DOI 10.1038/nmeth.4437
   van Meer BJ, 2019, NAT COMMUN, V10, DOI 10.1038/s41467-019-12354-8
   Verkerk AO, 2017, INT J MOL SCI, V18, DOI 10.3390/ijms18091873
   Wagner F., 2018, K NEAREST NEIGHBOR S, DOI [10.1101/717737, DOI 10.1101/717737]
   Wang G, 2014, NAT MED, V20, P616, DOI 10.1038/nm.3545
   Wu TD, 2010, BIOINFORMATICS, V26, P873, DOI 10.1093/bioinformatics/btq057
   Xu TS, 2017, BIOINFORMATICS, V33, P3131, DOI 10.1093/bioinformatics/btx378
   Xu XQ, 2009, STEM CELLS, V27, P2163, DOI 10.1002/stem.166
   Yang XL, 2014, CIRC RES, V114, P511, DOI 10.1161/CIRCRESAHA.114.300558
   Yu GC, 2012, OMICS, V16, P284, DOI 10.1089/omi.2011.0118
   Zhang M, 2014, P NATL ACAD SCI USA, V111, pE5383, DOI 10.1073/pnas.1419553111
   Zhang SS, 2014, CELL COMMUN ADHES, V21, P43, DOI 10.3109/15419061.2013.876014
   Zhao JM, 2017, STEM CELLS DEV, V26, P528, DOI 10.1089/scd.2016.0208
NR 92
TC 315
Z9 352
U1 7
U2 89
PU CELL PRESS
PI CAMBRIDGE
PA 50 HAMPSHIRE ST, FLOOR 5, CAMBRIDGE, MA 02139 USA
SN 1934-5909
EI 1875-9777
J9 CELL STEM CELL
JI Cell Stem Cell
PD JUN 4
PY 2020
VL 26
IS 6
BP 862
EP +
DI 10.1016/j.stem.2020.05.004
PG 29
WC Cell & Tissue Engineering; Cell Biology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Cell Biology
GA LW5BK
UT WOS:000539161800012
PM 32459996
OA Green Published, hybrid
DA 2024-07-19
ER

PT J
AU Pinquart, M
   Ebeling, M
AF Pinquart, Martin
   Ebeling, Markus
TI Parental Educational Expectations and Academic Achievement in Children
   and Adolescents-a Meta-analysis
SO EDUCATIONAL PSYCHOLOGY REVIEW
LA English
DT Article
DE Academic achievement; Expectation; Expectancy; Parents; Meta-analysis
ID ELEMENTARY-SCHOOL; PUBLICATION BIAS; UNITED-STATES; INVOLVEMENT;
   ADJUSTMENT
AB The present meta-analysis assessed concurrent and longitudinal associations between parental educational expectations and child achievement, and factors that mediate the effect of expectations on achievement. A systematic search in electronic databases identified 169 studies that were included in a random-effects meta-analysis. We found small to moderate bivariate cross-sectional (r = .30) and longitudinal associations (r = .28) between parental expectation and achievement which persisted after statistically controlling for socioeconomic status. Associations varied, in part, by children's age, socioeconomic status, ethnicity, matching of type of expectations and achievement, type of expectation assessed, publication status, and informant. The analysis of cross-lagged effects indicated that parental expectations predicted change in child achievement, thus indicating that expectations had an effect over and above the effect of prior achievement. Effects of expectations on change in achievement were even stronger (r = .15) than the effects of achievement on change in expectation (r = .09). Parental expectations tended to be higher than the child achievement. Associations between expectations and achievement were partially mediated by educational expectations in the offspring, child academic engagement, and academic self-concept, and to a lesser extent, by parental achievement-supportive behaviors. We conclude that parents are recommended to communicate positive educational expectations to their children. The transmission of positive expectations to the offspring and the encouragement of academic engagement seem to be more effective in realizing parental expectations than parental behavioral academic involvement such as checking homework and staying in contact with teachers.
C1 [Pinquart, Martin; Ebeling, Markus] Philipps Univ, Dept Psychol, Gutenbergstr 18, D-35032 Marburg, Germany.
C3 Philipps University Marburg
RP Pinquart, M (corresponding author), Philipps Univ, Dept Psychol, Gutenbergstr 18, D-35032 Marburg, Germany.
EM pinquart@staff.uni-marburg.de
FU German Research Foundation (Deutsche Forschungsgemeinschaft, DFG) [GRK
   2271]
FX This study was conducted in the context of the Research Training Group
   "Expectation Maintenance vs. Change in the Context of Expectation
   Violations: Connecting Different Approaches" funded by the German
   Research Foundation (Deutsche Forschungsgemeinschaft, DFG Ref. no.: GRK
   2271).
CR Agliata AK, 2008, J YOUTH ADOLESCENCE, V37, P967, DOI 10.1007/s10964-007-9200-8
   [Anonymous], EFFORT OPTIMISM EXPE
   [Anonymous], 2009, T MODEL DEV CHILDREN
   Balboni Guilia., 1998, Early Child Development and Care, V143, P79, DOI DOI 10.1080/0300443981430107
   BELL RQ, 1968, PSYCHOL REV, V75, P81, DOI 10.1037/h0025583
   Borenstein M., 2009, INTRO METAANALYSIS
   Brandtstadter J, 2002, DEV REV, V22, P117, DOI 10.1006/drev.2001.0539
   Briley DA, 2014, DEV PSYCHOL, V50, P2614, DOI 10.1037/a0038094
   Brookover WB, 1965, SELF CONCEPT ABILITY
   Castro M, 2015, EDUC RES REV-NETH, V14, P33, DOI 10.1016/j.edurev.2015.01.002
   Cheung CSS, 2015, J EDUC PSYCHOL, V107, P309, DOI 10.1037/a0037458
   Cheung MWL, 2016, RES SYNTH METHODS, V7, P140, DOI 10.1002/jrsm.1166
   COHEN J, 1992, PSYCHOL BULL, V112, P155, DOI 10.1037/0033-2909.112.1.155
   Danisman S., 2017, The factors affecting student achievement: Meta-analysis of empirical studies, P245
   Duval S, 2000, BIOMETRICS, V56, P455, DOI 10.1111/j.0006-341X.2000.00455.x
   ECCLES JS, 1993, NEBR SYM MOTIV, V40, P145
   Entwisle D.R., 1978, TOO GREAT EXPECTATIO
   Gill S, 1999, J SCHOOL PSYCHOL, V37, P403, DOI 10.1016/S0022-4405(99)00027-8
   Goldenberg C, 2001, AM EDUC RES J, V38, P547, DOI 10.3102/00028312038003547
   Gollwitzer M, 2018, FRONT PSYCHOL, V8, DOI 10.3389/fpsyg.2017.02357
   Harter S., 1985, MANUAL SELF PERCEPTI
   Heckhausen J, 2013, J YOUTH ADOLESCENCE, V42, P1385, DOI 10.1007/s10964-012-9812-5
   Hofstede G., 1980, Culture's consequences: International differences in work-related values
   Hughes JN, 2013, AM EDUC RES J, V50, P1336, DOI 10.3102/0002831213490784
   Jeynes WH, 2003, EDUC URBAN SOC, V35, P202, DOI 10.1177/0013124502239392
   Jeynes WH, 2005, URBAN EDUC, V40, P237, DOI 10.1177/0042085905274540
   Jeynes WH, 2007, URBAN EDUC, V42, P82, DOI 10.1177/0042085906293818
   Lipsey M. W., 2001, PRACTICAL METAANALYS, DOI DOI 10.1016/J.AUTNEU.2007.06.087
   Loughlin-Presnal J, 2017, DEV PSYCHOL, V53, P1694, DOI 10.1037/dev0000369
   Mello ZR, 2008, DEV PSYCHOL, V44, P1069, DOI 10.1037/0012-1649.44.4.1069
   Pekrun R, 2017, CHILD DEV, V88, P1653, DOI 10.1111/cdev.12704
   Philippson S., 2013, Constructing educational achievement: A sociocultural perspective, P87
   Pingault JB, 2015, PLOS ONE, V10, DOI 10.1371/journal.pone.0119638
   Reynolds JR, 2001, J HUM RESOUR, V36, P703, DOI 10.2307/3069639
   Rosenthal R., 1991, METAANALYTIC PROCEDU
   Rothstein HR, 2005, PUBLICATION BIAS IN META-ANALYSIS: PREVENTION, ASSESSMENT AND ADJUSTMENTS, P1, DOI 10.1002/0470870168
   SEGINER R, 1983, MERRILL PALMER QUART, V29, P1
   Simpkins SD, 2012, DEV PSYCHOL, V48, P1019, DOI 10.1037/a0027468
   Sobel M.E., 1982, SOCIOL METHODOL, V13, P290, DOI [10.2307/270723, DOI 10.2307/270723]
   Steinberg L., 2016, ADOLESCENCE, V11th
   Strom RE, 2007, COMMUN EDUC, V56, P433, DOI 10.1080/03634520701413804
   Tan CY, 2017, ALTA J EDUC RES, V63, P139
   Vevea JL, 2005, PSYCHOL METHODS, V10, P428, DOI 10.1037/1082-989X.10.4.428
   World Health Organization, 2018, Child and adolescent health and development
   Yamamoto Y, 2010, EDUC PSYCHOL REV, V22, P189, DOI 10.1007/s10648-010-9121-z
NR 45
TC 99
Z9 121
U1 24
U2 132
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1040-726X
EI 1573-336X
J9 EDUC PSYCHOL REV
JI Educ. Psychol. Rev.
PD JUN
PY 2020
VL 32
IS 2
BP 463
EP 480
DI 10.1007/s10648-019-09506-z
EA OCT 2019
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA LS8MQ
UT WOS:000492333300001
DA 2024-07-19
ER

PT J
AU Kim, HJ
   Hong, AJ
   Song, HD
AF Kim, Hye Jeong
   Hong, Ah Jeong
   Song, Hae-Deok
TI The roles of academic engagement and digital readiness in students'
   achievements in university e-learning environments
SO INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION
LA English
DT Article
DE Digital learning environments; Academic engagement; Academic performance
ID GRADE-POINT AVERAGE; COLLEGE-STUDENTS; DETERMINANTS; PERFORMANCE;
   BEHAVIOR; OUTCOMES; FAMILY
AB University students, who are assumed to be digital natives, are exposed to campus e-learning environments to improve their academic performance at the beginning of their academic careers. However, previous studies of students' perceptions of e-learning demonstrate a lack of consistent results with respect to the prediction of their academic achievement. The goal of this study was to examine university students' perceptions of e-learning, based on their experiences, and the mediating roles of academic engagement and digital readiness within the university context of an e-learning environment for academic achievement. A total of 614 undergraduate students enrolled in a Korean university participated in this study. Using a partial least squares model to develop the theory, we examined students engaging in university e-learning environments in relation to their perceptions of e-learning, digital readiness, academic engagement, and academic achievement (i.e., grade point average). The results are significant for the importance of students' academic engagement and digital readiness as mediators in their perceptions of e-learning predicted by academic achievement. Although students positively perceived e-learning experiences on campus, they must have strong digital skills to perform academic work and commit to effortful involvement in the context of academic learning in university e-learning environments. Our results provide practical implications for ways to enhance effective adoption of e-learning environments by college students, educators, and administrators.
C1 [Kim, Hye Jeong] Chung Ang Univ, Grad Sch Educ, Dept Educ, Seoul, South Korea.
   [Hong, Ah Jeong; Song, Hae-Deok] Chung Ang Univ, Coll Educ, Dept Educ, Seoul, South Korea.
C3 Chung Ang University; Chung Ang University
RP Song, HD (corresponding author), Chung Ang Univ, Coll Educ, Dept Educ, Seoul, South Korea.
EM hyejeongkim@cau.ac.kr; hsong@cau.ac.kr
RI Song, Hae Deok/HJY-0971-2023; Hong, Ah-Jeong/IVV-1478-2023; Kim, Hye
   Jeong/ABE-7790-2020
FU Ministry of Education of the Republic of Korea; National Research
   Foundation of Korea [NRF-2017S1A3A2066878]
FX This work was supported by the Ministry of Education of the Republic of
   Korea and the National Research Foundation of Korea
   (NRF-2017S1A3A2066878).
CR Abbad MM, 2009, INT REV RES OPEN DIS, V10
   Ajzen I, 2002, J APPL SOC PSYCHOL, V32, P665, DOI 10.1111/j.1559-1816.2002.tb00236.x
   AJZEN I, 1991, ORGAN BEHAV HUM DEC, V50, P179, DOI 10.1016/0749-5978(91)90020-T
   Alvarez A, 2013, COMPUT EDUC, V68, P129, DOI 10.1016/j.compedu.2013.05.006
   ANDERSON JC, 1988, PSYCHOL BULL, V103, P411, DOI 10.1037/0033-2909.103.3.411
   [Anonymous], 2001, The national survey of student engagement: conceptual framework and overview of psychometric properties
   [Anonymous], 2018, DATA BASE ADV INF SY, DOI DOI 10.1145/3229335.3229337
   Arkorful V., 2015, INT J INSTRUCTIONAL, V12, P29, DOI DOI 10.1016/J.PR0CS.2012.10.037
   Axelson R. D., 2010, Change Mag. High. Learn, V43, P38, DOI DOI 10.1080/00091383.2011.533096
   Bearden W.O., 1993, Handbook of marketing scales
   Betts JR, 1999, J HUM RESOUR, V34, P268, DOI 10.2307/146346
   Carini RM, 2006, RES HIGH EDUC, V47, P1, DOI 10.1007/s11162-005-8150-9
   Castillo-Merino D, 2014, COMPUT HUM BEHAV, V30, P476, DOI 10.1016/j.chb.2013.06.020
   CHIN W. W., STAT STRATEGIES SMAL, P307
   Chin WW, 2003, INFORM SYST RES, V14, P189, DOI 10.1287/isre.14.2.189.16018
   Chin WW, 1998, MIS QUART, V22, pVII
   Chin WW, 1998, QUANT METH SER, P295
   Chou SW, 2005, J COMPUT ASSIST LEAR, V21, P65, DOI 10.1111/j.1365-2729.2005.00114.x
   Chu TH, 2016, COMPUT EDUC, V92-93, P37, DOI 10.1016/j.compedu.2015.09.013
   Cidral WA, 2018, COMPUT EDUC, V122, P273, DOI 10.1016/j.compedu.2017.12.001
   Clifton RA, 2004, RES HIGH EDUC, V45, P801, DOI 10.1007/s11162-004-5950-2
   Coates H., 2006, Student engagement in campus-based and online education: University connections
   Coyne CP, 2012, CANCER BIOTHER RADIO, V27, P41, DOI 10.1089/cbr.2011.1097
   Davies J, 2005, BRIT J EDUC TECHNOL, V36, P657, DOI 10.1111/j.1467-8535.2005.00542.x
   Deng LP, 2013, COMPUT EDUC, V68, P167, DOI 10.1016/j.compedu.2013.04.028
   Eze SC, 2018, INT J EDUC TECHNOL H, V15, DOI 10.1186/s41239-018-0116-z
   Fly K., 2001, EDUC TRAIN, V43, P233, DOI [https://doi.org/10.1108/EUM0000000005484, DOI 10.1108/EUM0000000005484]
   FORNELL C, 1981, J MARKETING RES, V18, P39, DOI 10.2307/3151312
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Goh CF, 2017, J E-LEARN KNOWL SOC, V13, P117, DOI 10.20368/1971-8829/1298
   Hair JF, 2010, Multivariate data analysis
   Hair JF, 2012, J ACAD MARKET SCI, V40, P414, DOI 10.1007/s11747-011-0261-6
   Handelsman MM, 2005, J EDUC RES, V98, P184, DOI 10.3200/JOER.98.3.184-192
   Hayes A. F., 2013, Introduction to mediation, moderation, and conditional process analysis: a regression -based approach
   Henrie CR, 2015, COMPUT EDUC, V90, P36, DOI 10.1016/j.compedu.2015.09.005
   Hodge B, 2018, RES HIGH EDUC, V59, P448, DOI 10.1007/s11162-017-9474-y
   Hong AJ, 2018, ASIA-PAC EDUC RES, V27, P303, DOI 10.1007/s40299-018-0387-0
   Hu LT, 1998, PSYCHOL METHODS, V3, P424, DOI 10.1037/1082-989X.3.4.424
   Hunley SA, 2005, ADOLESCENCE, V40, P307
   Islam AKMN, 2013, COMPUT EDUC, V69, P387, DOI 10.1016/j.compedu.2013.07.037
   Ituma A., 2011, Active Learning in Higher Education, V12, P57, DOI [DOI 10.1177/1469787410387722, 10.1177/1469787410387722]
   Kearsley G., 1998, Educational Technology, V38, P20
   Kim HJ, 2018, SUSTAINABILITY-BASEL, V10, DOI 10.3390/su10124635
   Kiviniemi MT, 2014, BMC MED EDUC, V14, DOI 10.1186/1472-6920-14-47
   Kline R. B., 2011, PRINCIPLES PRACTICE, V3rd, DOI [DOI 10.1038/156278A0, 10.1038/156278a0]
   Levy Y, 2007, COMPUT EDUC, V48, P185, DOI 10.1016/j.compedu.2004.12.004
   Liao CC, 2007, COMPUT HUM BEHAV, V23, P2804, DOI 10.1016/j.chb.2006.05.006
   Lust G, 2012, COMPUT HUM BEHAV, V28, P795, DOI 10.1016/j.chb.2011.12.009
   Lyons T., 2013, Internet Reference Services Quarterly, P2, DOI DOI 10.1080/10875301.2013.800626
   Margaryan A, 2011, COMPUT EDUC, V56, P429, DOI 10.1016/j.compedu.2010.09.004
   Means B, 2013, TEACH COLL REC, V115
   Mehdinezhad V., 2011, International Online Journal of Educational Science, V3, P47
   Moore C., 2009, Student progress toward degree completion: Lessons from the research literature
   Naveed QN, 2017, INT J EMERG TECHNOL, V12, P94, DOI 10.3991/ijet.v12i06.7003
   Nitzl C, 2016, IND MANAGE DATA SYST, V116, P1849, DOI 10.1108/IMDS-07-2015-0302
   Olelewe CJ, 2016, COMPUT EDUC, V103, P76, DOI 10.1016/j.compedu.2016.09.012
   Orton-Johnson K, 2009, BRIT J EDUC TECHNOL, V40, P837, DOI 10.1111/j.1467-8535.2008.00860.x
   Parkes M, 2015, INTERNET HIGH EDUC, V25, P1, DOI 10.1016/j.iheduc.2014.10.002
   Pham L, 2019, INT J EDUC TECHNOL H, V16, DOI 10.1186/s41239-019-0136-3
   Plant EA, 2005, CONTEMP EDUC PSYCHOL, V30, P96, DOI 10.1016/j.cedpsych.2004.06.001
   Richardson M, 2012, PSYCHOL BULL, V138, P353, DOI 10.1037/a0026838
   Rodgers T., 2008, International Journal of Cyber Society and Edcation, V1, P143
   Roffe I., 2002, QUAL ASSUR EDUC, V10, P40
   Saadé RG, 2012, COMPUT HUM BEHAV, V28, P1608, DOI 10.1016/j.chb.2012.03.025
   Sarstedt M, 2015, PROCEEDINGS OF THE 2009 ACADEMY OF MARKETING SCIENCE (AMS) ANNUAL CONFERENCE, P8
   Streukens S, 2016, EUR MANAG J, V34, P618, DOI 10.1016/j.emj.2016.06.003
   López-Pérez MV, 2011, COMPUT EDUC, V56, P818, DOI 10.1016/j.compedu.2010.10.023
   Wixom BH, 2001, MIS QUART, V25, P17, DOI 10.2307/3250957
   Woods R., 2004, Internet and Higher Education, V7, P281, DOI 10.1016/j.iheduc.2004.09.002
NR 69
TC 101
Z9 114
U1 5
U2 74
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 2365-9440
J9 INT J EDUC TECHNOL H
JI Int. J. Educ. Technol. High. Educ.
PD JUN 21
PY 2019
VL 16
AR 21
DI 10.1186/s41239-019-0152-3
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA IE6MT
UT WOS:000472491000001
OA gold
DA 2024-07-19
ER

PT J
AU Martínez, IM
   Youssef-Morgan, CM
   Chambel, MJ
   Marques-Pinto, A
AF Martinez, Isabel M.
   Youssef-Morgan, Carolyn M.
   Chambel, Maria J.
   Marques-Pinto, Alexandra
TI Antecedents of academic performance of university students: academic
   engagement and psychological capital resources
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Academic engagement; psychological capital; psychological resources;
   academic performance; college students
ID SOCIAL COGNITIVE THEORY; SELF-EFFICACY; WORK ENGAGEMENT; JOB DEMANDS;
   POSITIVE PSYCHOLOGY; MEDIATING ROLE; BIG 5; BURNOUT; SATISFACTION;
   IMPACT
AB This study investigates the relationship between academic engagement, psychological capital (PsyCap) resources (efficacy, hope, optimism, resilience) and academic performance. Data were collected in two different universities, one in Spain (N = 389) and another in Portugal (N = 243). Undergraduate students completed self-report questionnaires regarding academic engagement and Psychological Capital. Academic performance was assessed through Grade Point Average, provided by the universities at the end of the exam period. Results showed a positive relationship between academic engagement, PsyCap, and academic performance in both samples. Results also supported PsyCap as a full mediator in the relationship between academic engagement and academic performance. Exploration of alternative models yielded a superior fit for the proposed model. Accordingly, academically engaged students were likely to experience higher levels of psychological resources, which in turn positively impacted their academic performance. The results point to the importance of considering psychological predictors, rather than the prevalent reliance on traditional predictors of academic performance.
C1 [Martinez, Isabel M.] Univ Jaume 1, Dept Work & Org Psychol, Castellon de La Plana, Spain.
   [Youssef-Morgan, Carolyn M.] Bellevue Univ, Coll Business, 1000 Galvin Rd South, Bellevue, NE 68005 USA.
   [Chambel, Maria J.; Marques-Pinto, Alexandra] Univ Lisbon, Fac Psicol, Lisbon, Portugal.
C3 Universitat Jaume I; Universidade de Lisboa
RP Youssef-Morgan, CM (corresponding author), Bellevue Univ, Coll Business, 1000 Galvin Rd South, Bellevue, NE 68005 USA.
EM cyoussefmorgan@bellevue.edu
RI Marques-Pinto, Alexandra/AAG-3718-2020; Martinez Martinez, Isabel
   Maria/G-4237-2011; Chambel, Maria Jose/F-3366-2016
OI Marques-Pinto, Alexandra/0000-0002-9204-9519; Martinez Martinez, Isabel
   Maria/0000-0003-3583-8498; Chambel, Maria Jose/0000-0001-6588-7034
FU Conselleria de Educacion Generalitat Valenciana - Programa Prometeo
   [PROMETEO/2013/025]
FX This research was supported by a grant from the Conselleria de Educacion
   Generalitat Valenciana - Programa Prometeo [PROMETEO/2013/025].
CR Adelman C., 2006, The toolbox revisited: Paths to degree completion from high school through college
   [Anonymous], 2009, OXFORD HDB POSITIVE
   [Anonymous], 1998, LEARNED OPTIMISM
   [Anonymous], 2012, STRUCTURAL EQUATION
   [Anonymous], 2002, J HAPPINESS STUD, DOI DOI 10.1023/A:1015630930326
   [Anonymous], 1997, Self-efficacy: The exercise of control
   Arce M.E., 2015, International Education Studies, V8, P247, DOI [10.5539/ies.v8n5p247, DOI 10.5539/IES.V8N5P247]
   Avey JB, 2014, J LEADERSH ORG STUD, V21, P141, DOI 10.1177/1548051813515516
   Avey JB, 2011, LEADERSHIP QUART, V22, P282, DOI 10.1016/j.leaqua.2011.02.004
   Bakker A. B., 2007, J MANAGERIAL PSYCHOL, V22, P309, DOI [10.1108/02683940710733115, DOI 10.1108/02683940710733115]
   Bakker A. B., 2008, Career development international, V13, P209, DOI [DOI 10.1108/13620430810870476, 10.1108/13620430810870476]
   Bakker A, 2009, ROUTL RES ORGAN BEH, P50
   Bakker AB, 2008, WORK STRESS, V22, P187, DOI 10.1080/02678370802393649
   Bakker AB, 2015, PUBLIC ADMIN REV, V75, P723, DOI 10.1111/puar.12388
   Bakker AB, 2015, MOTIV EMOTION, V39, P49, DOI 10.1007/s11031-014-9422-5
   Bandura A, 2001, ANNU REV PSYCHOL, V52, P1, DOI 10.1146/annurev.psych.52.1.1
   Bandura A., 1996, SOCIAL FDN THOUGHT A, DOI DOI 10.5465/AMR.1987.4306538
   Bandura A, 2012, J MANAGE, V38, P9, DOI 10.1177/0149206311410606
   BARRICK MR, 1991, PERS PSYCHOL, V44, P1, DOI 10.1111/j.1744-6570.1991.tb00688.x
   Brislin R.W., 1981, Handbook of cross-cultural psychology, P389
   Cabrera A.F., 2000, UNDERSTANDING COLL C, P5, DOI DOI 10.1002/IR.10701
   Cabrera L., 2006, Relieve, V12, P2
   Cadime I, 2016, J ADOLESCENCE, V53, P169, DOI 10.1016/j.adolescence.2016.10.003
   Carver C.S., 2009, OXFORD HDB POSITIVE, P303, DOI DOI 10.1093/OXFORDHB/9780195398694.001.0001
   Cordery J., 2007, ACCENTUATING POSITIV
   Curry LA, 1997, J PERS SOC PSYCHOL, V73, P1257, DOI 10.1037/0022-3514.73.6.1257
   de Waal JJ, 2013, SA J IND PSYCHOL, V39, DOI 10.4102/sajip.v39i2.1113
   Dello Russo S, 2015, HUM RESOUR DEV Q, V26, P329, DOI 10.1002/hrdq.21212
   Demerouti E, 2011, CAREER DEV INT, V16, P60, DOI 10.1108/13620431111107810
   ENRIGHT MK, 1989, 8517R GRE ED TEST SE
   Ertosun O.Z., 2015, INT BUSINESS RES J, V8, P102
   Fredrickson BL, 2005, COGNITION EMOTION, V19, P313, DOI 10.1080/02699930441000238
   Fredrickson BL, 2001, AM PSYCHOL, V56, P218, DOI 10.1037/0003-066X.56.3.218
   Gabinete de Planeamento Estratregia AvaliacAo e Relacoes Internacionais   Ministerio da Ciencia Tecnologia e Ensino Superior (GPEARI   MCTES), 2008, PROC EMPR DIPL COM H
   Hakanen JJ, 2008, WORK STRESS, V22, P224, DOI 10.1080/02678370802379432
   Hakanen JJ, 2010, WORK ENGAGEMENT: A HANDBOOK OF ESSENTIAL THEORY AND RESEARCH, P85
   Halbesleben JRB, 2008, WORK STRESS, V22, P242, DOI 10.1080/02678370802383962
   Hallberg UE, 2006, EUR PSYCHOL, V11, P119, DOI 10.1027/1016-9040.11.2.119
   Harter JK, 2002, J APPL PSYCHOL, V87, P268, DOI 10.1037/0021-9010.87.2.268
   Hauser DC, 2016, HIGH EDUC POLICY, V29, P89, DOI 10.1057/hep.2014.25
   Hobfoll S. E., 2001, HDB ORG BEHAV, P57, DOI DOI 10.1037/0003-066X.44.3.513
   Hobfoll SE, 2002, REV GEN PSYCHOL, V6, P307, DOI 10.1037//1089-2680.6.4.307
   Hobfoll SE, 2003, J PERS SOC PSYCHOL, V84, P632, DOI 10.1037/0022-3514.84.3.632
   Honicke T, 2016, EDUC RES REV-NETH, V17, P63, DOI 10.1016/j.edurev.2015.11.002
   Iverson RD, 2000, HUM RELAT, V53, P807, DOI 10.1177/0018726700536003
   Jang H, 2012, J EDUC PSYCHOL, V104, P1175, DOI 10.1037/a0028089
   Judge TA, 2001, J APPL PSYCHOL, V86, P80, DOI 10.1037/0021-9010.86.1.80
   Kuh GD, 2008, J HIGH EDUC-UK, V79, P540, DOI 10.1353/jhe.0.0019
   Luthans BC, 2012, J EDUC BUS, V87, P253, DOI 10.1080/08832323.2011.609844
   Luthans BC, 2014, J LEADERSH ORG STUD, V21, P191, DOI 10.1177/1548051813517003
   Luthans F, 2006, J ORGAN BEHAV, V27, P387, DOI 10.1002/job.373
   Luthans F, 2002, ACAD MANAGE EXEC, V16, P57, DOI 10.5465/AME.2002.6640181
   Luthans F., 2015, PSYCHOL CAPITAL
   Luthans F, 2008, ACAD MANAG LEARN EDU, V7, P209, DOI 10.5465/AMLE.2008.32712618
   Luthans F, 2008, J ORGAN BEHAV, V29, P219, DOI 10.1002/job.507
   Luthans F, 2007, PERS PSYCHOL, V60, P541, DOI 10.1111/j.1744-6570.2007.00083.x
   Luthans F, 2017, ANNU REV ORGAN PSYCH, V4, P339, DOI 10.1146/annurev-orgpsych-032516-113324
   Luthans F, 2010, HUM RESOUR DEV Q, V21, P41, DOI 10.1002/hrdq.20034
   Lyubomirsky S, 2005, PSYCHOL BULL, V131, P803, DOI 10.1037/0033-2909.131.6.803
   Martin AJ, 2009, EDUC PSYCHOL MEAS, V69, P794, DOI 10.1177/0013164409332214
   Maslach C, 2001, ANNU REV PSYCHOL, V52, P397, DOI 10.1146/annurev.psych.52.1.397
   Mathieu JE, 2006, J ORGAN BEHAV, V27, P1031, DOI 10.1002/job.406
   National Center for Education Statistics, 2016, UND RET GRAD RAT
   Nielsen I, 2017, STUD HIGH EDUC, V42, P2099, DOI 10.1080/03075079.2015.1135116
   Organization for Economic Cooperation and Development, 2015, GRAD ENTR RAT
   Oswald FL, 2004, J APPL PSYCHOL, V89, P187, DOI 10.1037/0021-9010.89.2.187
   PETERSON C, 1987, J PERS SOC PSYCHOL, V53, P603, DOI 10.1037/0022-3514.53.3.603
   PINTRICH PR, 1990, J EDUC PSYCHOL, V82, P33, DOI 10.1037/0022-0663.82.1.33
   Podsakoff PM, 2003, J APPL PSYCHOL, V88, P879, DOI 10.1037/0021-9010.88.5.879
   PROLA M, 1984, PSYCHOL REP, V55, P347, DOI 10.2466/pr0.1984.55.2.347
   Rand KL, 2011, J RES PERS, V45, P683, DOI 10.1016/j.jrp.2011.08.004
   Reeve J, 2014, J EDUC PSYCHOL, V106, P527, DOI 10.1037/a0034934
   Richardson M, 2012, PSYCHOL BULL, V138, P353, DOI 10.1037/a0026838
   Salanova M, 2003, SMALL GR RES, V34, P43, DOI 10.1177/1046496402239577
   Salanova M, 2010, ANXIETY STRESS COPIN, V23, P53, DOI 10.1080/10615800802609965
   Schaufeli WB, 2002, J CROSS CULT PSYCHOL, V33, P464, DOI 10.1177/0022022102033005003
   Schaufeli WB, 2004, J ORGAN BEHAV, V25, P293, DOI 10.1002/job.248
   Schaufeli WB, 2006, EDUC PSYCHOL MEAS, V66, P701, DOI 10.1177/0013164405282471
   Schaufeli WB, 2009, J ORGAN BEHAV, V30, P893, DOI 10.1002/job.595
   Schmidt B, 2011, NURS EDUC, V36, P171, DOI 10.1097/NNE.0b013e31821fdb9d
   Schmidt F.L., 2015, Handbook of Principles of Organizational Behavior, P1, DOI [10.1002/9781119206422.ch1, DOI 10.1002/9781119206422.CH1]
   Seligman MEP, 2000, AM PSYCHOL, V55, P5, DOI 10.1037/0003-066X.55.1.5
   Siu OL, 2014, J HAPPINESS STUD, V15, P979, DOI 10.1007/s10902-013-9459-2
   Snyder C.R., 2000, HDB HOPE
   Snyder C. R., 1991, HDB SOCIAL CLIN PSYC, V162, P285, DOI DOI 10.1207/S15327906MBR2502_4
   Sonnentag S, 2010, WORK ENGAGEMENT: A HANDBOOK OF ESSENTIAL THEORY AND RESEARCH, P25
   Stajkovic AD, 1998, ORGAN DYN, V26, P62, DOI 10.1016/S0090-2616(98)90006-7
   Trapmann S, 2007, Z PSYCHOL, V215, P132, DOI 10.1027/0044-3409.215.2.132
   Truell A.D., 2008, COLL STUD J, V42, P348
   U. S. Department of Education, 2013, DEF RAT CONT RIS FED
   Young J., 2001, DIFFERENTIAL VALIDIT
   Youssef CM., 2013, Oxford handbook of happiness, P751, DOI [10.1093/oxfordhb/9780199557257.013.0055, DOI 10.1093/OXFORDHB/9780199557257.013.0055]
   Youssef-Morgan CM, 2013, ADV POSIT ORGAN PSY, V1, P145, DOI 10.1108/S2046-410X(2013)0000001009
   Zajacova A, 2005, RES HIGH EDUC, V46, P677, DOI 10.1007/s11162-004-4139-z
   ZIMMERMAN BJ, 1992, AM EDUC RES J, V29, P663, DOI 10.3102/00028312029003663
NR 95
TC 96
Z9 121
U1 22
U2 152
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD SEP 14
PY 2019
VL 39
IS 8
BP 1047
EP 1067
DI 10.1080/01443410.2019.1623382
EA JUN 2019
PG 21
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA IO0NS
UT WOS:000475232200001
OA Green Published
DA 2024-07-19
ER

PT J
AU Yip, T
   Wang, YJ
   Mootoo, C
   Mirpuri, S
AF Yip, Tiffany
   Wang, Yijie
   Mootoo, Candace
   Mirpuri, Sheena
TI Moderating the Association Between Discrimination and Adjustment: A
   Meta-Analysis of Ethnic/Racial Identity
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE ethnic/racial identity; ethnic/racial discrimination; adjustment
   outcomes; meta-analysis; ethnicity/race
ID PERCEIVED RACIAL-DISCRIMINATION; COLLECTIVE SELF-ESTEEM;
   AFRICAN-AMERICAN ADOLESCENTS; OTHER-GROUP ORIENTATION; LATINO
   ETHNIC-IDENTITY; RACIAL/ETHNIC DISCRIMINATION; MULTIDIMENSIONAL
   INVENTORY; PSYCHOLOGICAL DISTRESS; ACADEMIC ENGAGEMENT; PROTECTIVE
   FACTORS
AB The detrimental effects of discrimination are well documented; however, the influence of ethnic/racial identity (ERI) on this association is equivocal. There is theoretical and empirical support for both protective and detrimental effects of ERI. This meta-analysis includes 53 effect sizes from 51 studies and 18,545 participants spanning early adolescence to adulthood to synthesize the interaction of ERI and discrimination for adjustment outcomes. Consistent with existing meta-analyses, discrimination was associated with compromised adjustment; further, this effect was buffered by overall ERI particularly for academic and physical health outcomes. Different ERI dimensions and adjustment outcomes revealed important patterns. ERI exploration increased vulnerabilities associated with discrimination, particularly for negative mental health and risky health behaviors. The exacerbating influence of ERI exploration was strongest at age 24, and more recent publications reported weaker exacerbating effects. In contrast, ERI commitment conferred protection. A composite score of ERI exploration and commitment also conferred protection against discrimination. Sample demographics mattered. The buffering effect of ERI commitment was stronger for Latinx (compared with Asian heritage) individuals. The buffering effect of public regard was stronger for Asian heritage (compared with African heritage) individuals. For positive mental health outcomes, a composite score of ERI exploration and commitment had a stronger buffering effect for Latinx (compared with African heritage) individuals. For risky health behaviors, Latinx individuals reported a stronger buffering effect of ERI (compared with African heritage and Asian heritage) individuals. The current meta-analysis identifies gaps in the literature and offers suggestions for future research.
C1 [Yip, Tiffany; Mootoo, Candace] Fordham Univ, Dept Psychol, 226 Dealy Hall,441 East Fordham Rd, Bronx, NY 10458 USA.
   [Wang, Yijie] Michigan State Univ, Human Dev & Family Studies, E Lansing, MI 48824 USA.
   [Mirpuri, Sheena] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
   [Mirpuri, Sheena] Mem Sloan Kettering Canc Ctr, 1275 York Ave, New York, NY 10021 USA.
C3 Fordham University; Michigan State University; University of Hong Kong;
   Memorial Sloan Kettering Cancer Center
RP Yip, T (corresponding author), Fordham Univ, Dept Psychol, 226 Dealy Hall,441 East Fordham Rd, Bronx, NY 10458 USA.
EM tyip@fordham.edu
RI Wang, Yijie/AFS-0045-2022
OI yip, tiffany/0000-0001-7488-533X
CR Adam EK, 2015, PSYCHONEUROENDOCRINO, V62, P279, DOI 10.1016/j.psyneuen.2015.08.018
   Alegria M, 2004, INT J METH PSYCH RES, V13, P208, DOI 10.1002/mpr.178
   Aloe AM, 2012, J EDUC BEHAV STAT, V37, P278, DOI 10.3102/1076998610396901
   Anglin DM, 2018, EARLY INTERV PSYCHIA, V12, P380, DOI 10.1111/eip.12314
   [Anonymous], YOUTH EXPERIEN UNPUB
   [Anonymous], 2015, CONT RACISM ASIAN AM
   [Anonymous], DRUG USE CULTU UNPUB
   [Anonymous], THESIS
   [Anonymous], 2001, NEW PERSPECTIVES RAC
   [Anonymous], ROLE RACIAL IDENTITY
   [Anonymous], NZ ATTITUDES V UNPUB
   [Anonymous], ADOLESCENT SLE UNPUB
   [Anonymous], 2011, PROF SCH COUNSEL, DOI DOI 10.1177/2156759X1101500203
   [Anonymous], FILIPINO AM COMMUNIT
   [Anonymous], 2016, FORUM YOUTH CULTURE
   [Anonymous], TEENAGERS FAMI UNPUB
   [Anonymous], 2008, PRACTICAL METAANALYS
   [Anonymous], 2008, COCHRANE HDB SYSTEMA, DOI DOI 10.1002/9780470712184.FMATTER
   [Anonymous], PERCEIVED RACISM SCA
   [Anonymous], RACIAL IDENTITY ASS
   [Anonymous], LONGITUDINAL A UNPUB
   [Anonymous], FOREVER FOREIGNERS H
   [Anonymous], MICROAGGRESSIONS DIR
   [Anonymous], SEXUAL ORIENTA UNPUB
   Arnett JJ, 2007, CHILD DEV PERSPECT, V1, P68, DOI 10.1111/j.1750-8606.2007.00016.x
   Arnett JJ, 2000, AM PSYCHOL, V55, P469
   Beiser MNMN, 2006, SOC SCI MED, V63, P137, DOI 10.1016/j.socscimed.2005.12.002
   Benner AD, 2018, AM PSYCHOL, V73, P855, DOI 10.1037/amp0000204
   Benner AD, 2013, DEV PSYCHOL, V49, P1602, DOI 10.1037/a0030557
   Bombay A, 2010, CULT DIVERS ETHN MIN, V16, P507, DOI 10.1037/a0021373
   Borenstein M., 2011, INTRO METAANALYSIS
   Bourguignon D, 2006, EUR J SOC PSYCHOL, V36, P773, DOI 10.1002/ejsp.326
   Brody GH, 2015, J ADOLESCENT HEALTH, V56, P496, DOI 10.1016/j.jadohealth.2015.01.017
   Burrow AL, 2010, SELF IDENTITY, V9, P383, DOI 10.1080/15298860903192496
   Caldwell CH, 2004, AM J COMMUN PSYCHOL, V33, P91, DOI 10.1023/B:AJCP.0000014321.02367.dd
   Cameron JE, 2004, SELF IDENTITY, V3, P239, DOI 10.1080/13576500444000047
   CHAPLIN WF, 1991, J PERS, V59, P143, DOI 10.1111/j.1467-6494.1991.tb00772.x
   Chavous TM, 2008, DEV PSYCHOL, V44, P637, DOI 10.1037/0012-1649.44.3.637
   Chavous TM, 2004, SEX ROLES, V51, P1, DOI 10.1023/B:SERS.0000032305.48347.6d
   Cheng CY, 2009, J SOC ISSUES, V65, P51, DOI 10.1111/j.1540-4560.2008.01587.x
   Cheryan S, 2000, PSYCHOL SCI, V11, P399, DOI 10.1111/1467-9280.00277
   Clark KB, 1939, J SOC PSYCHOL, V10, P591, DOI 10.1080/00224545.1939.9713394
   COHEN J, 1992, PSYCHOL BULL, V112, P155, DOI 10.1037/0033-2909.112.1.155
   Cole ER, 2009, AM PSYCHOL, V64, P170, DOI 10.1037/a0014564
   Coll CG, 1996, CHILD DEV, V67, P1891, DOI 10.2307/1131600
   Cooper H. M., 2015, RES SYNTHESIS METAAN, V2
   CROCKER J, 1990, J PERS SOC PSYCHOL, V58, P60, DOI 10.1037/0022-3514.58.1.60
   CROCKER J, 1994, PERS SOC PSYCHOL B, V20, P503, DOI 10.1177/0146167294205007
   Dotterer AM, 2009, APPL DEV SCI, V13, P61, DOI 10.1080/10888690902801442
   Douglass S, 2015, IDENTITY, V15, P48, DOI 10.1080/15283488.2014.989442
   Dulin-Keita A, 2011, ETHNIC RACIAL STUD, V34, P662, DOI 10.1080/01419870.2011.535906
   Erikson E. H., 1994, Identity: Youth and crisis
   Fisher CB, 2000, J YOUTH ADOLESCENCE, V29, P679, DOI 10.1023/A:1026455906512
   Fordham S., 1986, The Urban Review, V18, P176, DOI [https://doi.org/10.1007/BF01112192, DOI 10.1007/BF01112192]
   French SE, 2010, HISPANIC J BEHAV SCI, V32, P410, DOI 10.1177/0739986310374716
   Fuller RD, 2017, J SPORT SOC ISSUES, V41, P402, DOI 10.1177/0193723517719664
   Galliher RV, 2017, DEV PSYCHOL, V53, P2009, DOI 10.1037/dev0000452
   Gee GC, 2006, AM J PUBLIC HEALTH, V96, P1821, DOI 10.2105/AJPH.2005.080085
   Giamo LS, 2012, CULT DIVERS ETHN MIN, V18, P319, DOI 10.1037/a0029729
   Gibbons FX, 2010, J PERS SOC PSYCHOL, V99, P785, DOI 10.1037/a0019880
   Gibbons FX, 2004, J PERS SOC PSYCHOL, V86, P517, DOI 10.1037/0022-3514.86.4.517
   Gonzales-Backen MA, 2018, DEV PSYCHOL, V54, P929, DOI 10.1037/dev0000465
   Hall GCN, 2016, AM PSYCHOL, V71, P40, DOI 10.1037/a0039734
   Harrell SP, 2000, AM J ORTHOPSYCHIAT, V70, P42, DOI 10.1037/h0087722
   Helms J.E., 1996, HDB TESTS MEASURES B, P167
   Higgins JPT, 2003, BMJ-BRIT MED J, V327, P557, DOI 10.1136/bmj.327.7414.557
   Hughes D, 2016, CHILD DEV, V87, P1337, DOI 10.1111/cdev.12591
   Hunte HER, 2009, AM J PUBLIC HEALTH, V99, P1285, DOI 10.2105/AJPH.2007.128090
   Huynh VW, 2010, J RES ADOLESCENCE, V20, P916, DOI 10.1111/j.1532-7795.2010.00670.x
   Jackson JS, 2004, INT J METH PSYCH RES, V13, P196, DOI 10.1002/mpr.177
   Jackson KF, 2012, J COUNS PSYCHOL, V59, P240, DOI 10.1037/a0027639
   Jaramillo J, 2016, J RES ADOLESCENCE, V26, P769, DOI 10.1111/jora.12228
   Jones M.D., 2008, Longitudinal and reciprocal effects of ethnic identity and experiences of discrimination on psychosocial adjustment of Navajo (Dine) adolescents
   Khaylis Anna, 2007, J Trauma Dissociation, V8, P91, DOI 10.1300/J229v08n04_06
   Kiang L, 2016, CHILD DEV, V87, P995, DOI 10.1111/cdev.12578
   Kim CJ, 1999, POLIT SOC, V27, P105, DOI 10.1177/0032329299027001005
   Krieger N, 1999, INT J HEALTH SERV, V29, P295, DOI 10.2190/M11W-VWXE-KQM9-G97Q
   Krieger N, 2012, AM J PUBLIC HEALTH, V102, P936, DOI 10.2105/AJPH.2011.300544
   Landrine H., 1996, Journal of Black Psychology, V22, P144, DOI [10.1177/00957984960222002, DOI 10.1177/00957984960222002, https://doi.org/10.1177/00957984960222002]
   Lauderdale DS, 2006, MED CARE, V44, P914, DOI 10.1097/01.mlr.0000220829.87073.f7
   Lauderdale DS, 2006, DEMOGRAPHY, V43, P185, DOI 10.1353/dem.2006.0008
   Lee JP, 2015, ASIAN AM J PSYCHOL, V6, P154, DOI 10.1037/a0038360
   Lee RM, 2005, J COUNS PSYCHOL, V52, P36, DOI 10.1037/0022-0167.52.1.36
   Lee RM, 2003, J COUNS PSYCHOL, V50, P133, DOI 10.1037/0022-0167.50.2.133
   LEE SJ, 1994, ANTHROPOL EDUC QUART, V25, P413, DOI 10.1525/aeq.1994.25.4.04x0530j
   Lewin A, 2011, J BLACK PSYCHOL, V37, P286, DOI 10.1177/0095798410381242
   Liang CTH, 2008, CULT DIVERS ETHN MIN, V14, P19, DOI 10.1037/1099-9809.14.1.19
   LUHTANEN R, 1992, PERS SOC PSYCHOL B, V18, P302, DOI 10.1177/0146167292183006
   Matthews C.J., 2012, Generational status, racial, and ethnic identity, and psychological well-being among Afro-Caribbean college students
   Mayeri S, 2001, YALE LAW J, V110, P1045, DOI 10.2307/797563
   Mossakowski KN, 2003, J HEALTH SOC BEHAV, V44, P318, DOI 10.2307/1519782
   Myrick SE, 2011, PERS RELATIONSHIP, V18, P487, DOI 10.1111/j.1475-6811.2010.01320.x
   Ong AD, 2010, IDENTITY, V10, P39, DOI 10.1080/15283481003676226
   Paradies Y, 2015, PLOS ONE, V10, DOI 10.1371/journal.pone.0138511
   Pascoe EA, 2009, PSYCHOL BULL, V135, P531, DOI 10.1037/a0016059
   Pedhazur E.J., 1973, Multiple regression in behavioral research, V2nd
   Phinney J.S., 1992, Journal of Adolescent Research, V7, P156, DOI DOI 10.1177/074355489272003
   Phinney JS, 2007, INT J BEHAV DEV, V31, P478, DOI 10.1177/0165025407081466
   Phinney JS, 2007, J COUNS PSYCHOL, V54, P271, DOI 10.1037/0022-0167.54.3.271
   Pieterse AL, 2010, J APPL SOC PSYCHOL, V40, P1028, DOI 10.1111/j.1559-1816.2010.00609.x
   Priest N, 2013, SOC SCI MED, V95, P115, DOI 10.1016/j.socscimed.2012.11.031
   Reicher S.D., 1987, REDISCOVERING SOCIAL
   Rivas-Drake D, 2008, J YOUTH ADOLESCENCE, V37, P12, DOI 10.1007/s10964-007-9227-x
   Rivas-Drake D, 2014, CHILD DEV, V85, P77, DOI 10.1111/cdev.12175
   Roberts RE, 1999, J EARLY ADOLESCENCE, V19, P301, DOI 10.1177/0272431699019003001
   Romero AJ, 2003, J APPL SOC PSYCHOL, V33, P2288, DOI 10.1111/j.1559-1816.2003.tb01885.x
   Romero AJ, 2014, J APPL SOC PSYCHOL, V44, P1, DOI 10.1111/jasp.12192
   Schaafsma J, 2011, EUR J SOC PSYCHOL, V41, P786, DOI 10.1002/ejsp.825
   Schmitt MT, 2014, PSYCHOL BULL, V140, P921, DOI 10.1037/a0035754
   Schwartz SJ, 2014, CHILD DEV, V85, P58, DOI 10.1111/cdev.12201
   Scottham KM, 2008, CULT DIVERS ETHN MIN, V14, P297, DOI 10.1037/1099-9809.14.4.297
   Seaton EK, 2006, CHILD DEV, V77, P1416, DOI 10.1111/j.1467-8624.2006.00944.x
   Seaton EK, 2019, CHILD DEV, V90, P62, DOI 10.1111/cdev.13093
   Seaton EK, 2017, CHILD DEV, V88, P683, DOI 10.1111/cdev.12787
   Seaton EK, 2009, CULT DIVERS ETHN MIN, V15, P137, DOI 10.1037/a0015506
   Seaton EK, 2009, J YOUTH ADOLESCENCE, V38, P153, DOI 10.1007/s10964-008-9356-x
   Sellers R M, 1998, Pers Soc Psychol Rev, V2, P18, DOI 10.1207/s15327957pspr0201_2
   Sellers RM, 2006, J RES ADOLESCENCE, V16, P187, DOI 10.1111/j.1532-7795.2006.00128.x
   Sellers RM, 2003, J PERS SOC PSYCHOL, V84, P1079, DOI 10.1037/0022-3514.84.5.1079
   Sellers RM, 1997, J PERS SOC PSYCHOL, V73, P805, DOI 10.1037/0022-3514.73.4.805
   Sellers RobertM., 1998, Multidimensional Model of Racial Identity: A Reconceptualization of African American Racial Identity
   Slopen N, 2016, SLEEP MED, V18, P88, DOI 10.1016/j.sleep.2015.01.012
   Smalls C, 2007, J BLACK PSYCHOL, V33, P299, DOI 10.1177/0095798407302541
   Soto JA, 2012, CULT DIVERS ETHN MIN, V18, P384, DOI 10.1037/a0029781
   StataCorp, 2013, STAT REL 13 STAT SOF
   Stein GL, 2014, ASIAN AM J PSYCHOL, V5, P206, DOI 10.1037/a0034811
   Sterne JA., 2001, SYSTEMATIC REV HLTH, P347, DOI DOI 10.1002/9780470693926.CH18
   Sterne JAC, 2001, BMJ-BRIT MED J, V323, P101, DOI 10.1136/bmj.323.7304.101
   Syed M, 2013, CULT DIVERS ETHN MIN, V19, P143, DOI 10.1037/a0030564
   Tajfel Henri., 1979, Organizational Identity: A Reader, P56
   Taylor R.D., 1994, J RES ADOLESCENCE, V4, P21, DOI [10.1207/s15327795jra04013, DOI 10.1207/S15327795JRA04013, 10.1207/s15327795jra0401_3, DOI 10.1207/S15327795JRA0401_3]
   Thomas ON, 2009, J EDUC PSYCHOL, V101, P420, DOI 10.1037/a0014578
   Torres L, 2011, AM J ORTHOPSYCHIAT, V81, P526, DOI 10.1111/j.1939-0025.2011.01117.x
   Torres L, 2010, CULT DIVERS ETHN MIN, V16, P561, DOI 10.1037/a0020652
   Tovar-Murray D, 2012, CAREER DEV Q, V60, P254, DOI 10.1002/j.2161-0045.2012.00021.x
   Tropp LR, 1999, EDUC PSYCHOL MEAS, V59, P351, DOI 10.1177/00131649921969794
   Tseng V, 2016, CHILD DEV, V87, P989, DOI 10.1111/cdev.12574
   Tynes BM, 2012, DEV PSYCHOL, V48, P343, DOI 10.1037/a0027032
   Umana-Taylor A.J., 2004, IDENTITY, V4, P9, DOI 10.1207/S1532706XID0401_2
   Umaña-Taylor A, 2012, J ADOLESCENCE, V35, P773, DOI 10.1016/j.adolescence.2011.11.003
   Umaña-Taylor AJ, 2014, CHILD DEV, V85, P21, DOI 10.1111/cdev.12196
   Umaña-Taylor AJ, 2004, J ADOLESCENCE, V27, P139, DOI 10.1016/j.adolescence.2003.11.006
   Vandiver BJ, 2002, J COUNS PSYCHOL, V49, P71, DOI 10.1037//0022-0167.49.1.71
   Vélez-Agosto NM, 2017, PERSPECT PSYCHOL SCI, V12, P900, DOI 10.1177/1745691617704397
   Viechtbauer W, 2010, RES SYNTH METHODS, V1, P112, DOI 10.1002/jrsm.11
   Viechtbauer W, 2010, J STAT SOFTW, V36, P1, DOI 10.18637/jss.v036.i03
   Webster GD, 2014, EVOL PSYCHOL-US, V12, P273, DOI 10.1177/147470491401200202
   Wei MF, 2012, J COUNS PSYCHOL, V59, P486, DOI 10.1037/a0028000
   Williams D R, 1997, J Health Psychol, V2, P335, DOI 10.1177/135910539700200305
   Williams DR, 2008, AM J PUBLIC HEALTH, V98, pS29, DOI 10.2105/AJPH.98.Supplement_1.S29
   Williams DR, 2000, ETHNIC HEALTH, V5, P243, DOI 10.1080/713667453
   Williams JL, 2014, J YOUTH ADOLESCENCE, V43, P1728, DOI 10.1007/s10964-013-0071-x
   Witherspoon DP, 2016, CHILD DEV, V87, P1367, DOI 10.1111/cdev.12595
   Woods T.A., 2006, Racial socialization, racial identity, and achievement in the context of perceived discrimination: Understanding the development of African American middle school youth
   Worrell FC, 2006, COUNS PSYCHOL, V34, P519, DOI 10.1177/0011000005278281
   Yip T, 2008, DEV PSYCHOL, V44, P787, DOI 10.1037/0012-1649.44.3.787
   Yip T, 2006, CHILD DEV, V77, P1504, DOI 10.1111/j.1467-8624.2006.00950.x
   Yip T, 2018, CURR DIR PSYCHOL SCI, V27, P170, DOI 10.1177/0963721417739348
   Yip T, 2014, CHILD DEV, V85, P205, DOI 10.1111/cdev.12107
   Yip T, 2013, CHILD DEV, V84, P1425, DOI 10.1111/cdev.12038
   Yoo HC, 2005, J COUNS PSYCHOL, V52, P497, DOI 10.1037/0022-0167.52.4.497
   Yoo HC, 2008, J COUNS PSYCHOL, V55, P63, DOI 10.1037/0022-0167.55.1.63
   Yoo HC, 2009, SOC SCI MED, V68, P726, DOI 10.1016/j.socscimed.2008.11.013
   Yzerbyt VY, 2004, J EXP SOC PSYCHOL, V40, P424, DOI 10.1016/j.jesp.2003.10.001
   ZUCKERMAN M, 1988, J PERS SOC PSYCHOL, V54, P1006, DOI 10.1037/0022-3514.54.6.1006
NR 165
TC 147
Z9 190
U1 5
U2 69
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
EI 1939-0599
J9 DEV PSYCHOL
JI Dev. Psychol.
PD JUN
PY 2019
VL 55
IS 6
BP 1274
EP 1298
DI 10.1037/dev0000708
PG 25
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA HZ3MY
UT WOS:000468754100012
PM 30907605
OA Green Accepted
DA 2024-07-19
ER

PT J
AU Morley, L
   Alexiadou, N
   Garaz, S
   González-Monteagudo, J
   Taba, M
AF Morley, Louise
   Alexiadou, Nafsika
   Garaz, Stela
   Gonzalez-Monteagudo, Jose
   Taba, Marius
TI Internationalisation and migrant academics: the hidden narratives of
   mobility
SO HIGHER EDUCATION
LA English
DT Article
DE Internationalisation; Migrant academics; Mobility; Identity; Roma;
   Epistemic justice
ID HIGHER-EDUCATION; MIGRATION; KNOWLEDGE; LANGUAGE; PATTERNS
AB Internationalisation is a dominant policy discourse in the field of higher education today, driven by an assemblage of economic, social and educational concerns. It is often presented as an ideologically neutral, coherent, disembodied, knowledge-driven policy intervention-an unconditional good. Mobility is one of the key mechanisms through which internationalisation occurs, and is perceived as a major form of professional and identity capital in the academic labour market. Yet, questions remain about whether opportunity structures for mobility are unevenly distributed among different social groups and geopolitical spaces. While research studies and statistical data are freely available about the flows of international students, there is far less critical attention paid to the mobility of academics. Drawing on semi-structured interviews with 14 migrant academics from diverse ethnic backgrounds, including Roma and Latin American communities, and the theoretical framings of the new mobility paradigm and cognitive and epistemic justice, this article explores some of the hidden narratives of migrant academics' engagements with mobility in the global knowledge economy. It concludes that there is a complex coagulation of opportunities and constraints. While there are many gains including transcultural learning, enhanced employability and inter-cultural competencies, there are also less romantic aspects to mobility including 'otherness', affective considerations such as isolation, and epistemic exclusions, raising questions about whose knowledge is circulating in the global academy.
C1 [Morley, Louise] Univ Sussex, CHEER, Dept Educ, Essex House, Brighton BN1 9QQ, E Sussex, England.
   [Alexiadou, Nafsika] Umea Univ, Dept Appl Educ Sci, S-90187 Umea, Sweden.
   [Garaz, Stela] Roma Educ Fund, Budapest, Hungary.
   [Gonzalez-Monteagudo, Jose] Univ Seville, Dept Theory & Hist Educ & Social Pedag, Pirotecnia St S-N, E-41013 Seville, Spain.
   [Taba, Marius] Corvinus Univ Budapest, Inst Sociol & Social Policy, Room 424 Floor 4 Kozraktar Utca 4-6, H-1093 Budapest, Hungary.
C3 University of Sussex; Umea University; University of Sevilla; Corvinus
   University Budapest
RP Morley, L (corresponding author), Univ Sussex, CHEER, Dept Educ, Essex House, Brighton BN1 9QQ, E Sussex, England.
EM L.morley@sussex.ac.uk; nafsika.alexiadou@umu.se; stela.garaz@gmail.com;
   monteagu@us.es; tabamarius@yahoo.com
RI Morales, Fabián/HNS-0601-2023; González-Monteagudo, José/A-4078-2017;
   Alexiadou, Nafsika/JFK-7115-2023
OI Morley, Louise/0000-0001-6316-756X
FU European Union [H2020-RISE-2014-643739]
FX We wish to thank the European Union Horizon 2020 Framework Programme for
   Research and Innovation for funding the HEIM project (Grant number:
   H2020-RISE-2014-643739), the 14 interview participants, Emily Danvers
   for research assistance and the Centre for Higher Education and Equity
   Research (CHEER), University of Sussex, for their contribution to the
   data collection, and the anonymous reviewers for their constructive and
   supportive feedback.
CR Ackers L, 2008, MINERVA, V46, P411, DOI 10.1007/s11024-008-9110-2
   Ahmed Sara, 2010, The Promise of Happiness
   Ahmed Sara., 2000, Strange Encounters: Embodied Others in Post-Coloniality
   Anderson E, 2012, SOC EPISTEMOL, V26, P163, DOI 10.1080/02691728.2011.652211
   [Anonymous], 2007, Thematic coding and categorizing
   [Anonymous], 2012, The shape of things to come: Higher education global trends and emerging opportunities to 2020
   [Anonymous], 2015, Internationalisation of higher education
   [Anonymous], 2012, MAK MOST OUR POT CON
   [Anonymous], 2014, IAU 4 GLOBAL SURVEY
   [Anonymous], 2013, The Changing Academic Profession: Major Findings of a Comparative Survey
   Arnot M, 2013, COMPARE, V43, P567, DOI 10.1080/03057925.2013.822194
   Atkinson R., 1998, LIFE STORY INTERVIEW
   Auriol L., 2010, 20104 STI OECD
   Bauder H, 2015, INT MIGR, V53, P83, DOI 10.1111/j.1468-2435.2012.00783.x
   Bedenlier S, 2015, RES COMP INT EDUC, V10, P185, DOI 10.1177/1745499915571707
   Bhandari R., 2011, International students and global mobility in higher education: National trends and new directions
   Bönisch-Brednich B, 2016, ROUTL RES EDUC, P118
   Brooks R, 2018, COMPARE, V48, P500, DOI 10.1080/03057925.2017.1318047
   Bruner J., 1991, CULTURE ED, P130
   Cai L, 2016, J STUD INT EDUC, V20, P207, DOI 10.1177/1028315315623055
   Cantwell B., 2014, ACAD CAPITALISM AGE
   Castles Stephen., 2009, The Age of Migration, V4th
   Chou H.-M., 2014, BUILDING KNOWLEDGE E
   Clandinin D.J., 2000, Narrative inquiry
   Clifford V, 2014, HIGH EDUC Q, V68, P28, DOI 10.1111/hequ.12029
   Connell Raewyn, 2007, SO THEORY
   Council of the European Union, 2009, COUNC CONCL 12 MAY 2
   Cresswell T., 2014, The Routledge Handbook of Mobilities
   Cresswell T, 2010, ENVIRON PLANN D, V28, P17, DOI 10.1068/d11407
   de Sousa Santos B., 2014, EPISTEMOLOGIES S JUS
   Eddy P.L., 2014, Creating strategic partnerships: A guide for educational institutions and their partners
   EHEA, 2015, BOL PROC IMPL REP
   Equality Challenge Unit (ECU), 2014, RAT EQ DIV VIC CHANC
   Equality Challenge Unit (ECU), 2010, INT EQ DIV HIGH ED M
   Equality Challenge Unit (ECU), 2013, IMPR EXP INT STAFF U
   Equality Challenge Unit (ECU), 2009, INT EQ EQ INT INT IN
   Equality Challenge Unit (ECU), 2011, JOINT AG INT EQ DIV
   Fahey J, 2010, DISCOURSE-ABINGDON, V31, P627, DOI 10.1080/01596306.2010.516943
   Fricker M., 2007, EPISTEMIC INJUSTICE
   Giorgi A., 2015, FORUM SOCIOL, V27, DOI [10.4000/sociologico.1327, DOI 10.4000/SOCIOLOGICO.1327]
   Gramsci Antonio., 1995, Selections from the Prison Notebooks
   Guruz K., 2011, Higher education and international student mobility in the global knowledge economy
   Guth J, 2008, J ETHN MIGR STUD, V34, P825, DOI 10.1080/13691830802106119
   HESA, 2009, RES HIGH ED I 2007 0
   Hoffman DM, 2009, J STUD INT EDUC, V13, P347, DOI 10.1177/1028315308321374
   Jessop B, 2016, COMP EDUC, V52, P8, DOI 10.1080/03050068.2015.1128659
   Jons H., 2007, Social Geography, V2, P97, DOI [10.5194/sg-2-97-2007, DOI 10.5194/SG-2-97-2007]
   Jöns H, 2011, GLOB SOC EDUC, V9, P183, DOI 10.1080/14767724.2011.577199
   Kim T., 2010, HIGHER ED SOC RES RE
   Kim T., 2017, CHEER SEM DISR INT D
   Kim T, 2016, COMP EDUC, V52, P1
   Kim T, 2007, WORLD YEARB EDUC, P319
   Kim T, 2009, INTERCULT EDUC, V20, P395, DOI 10.1080/14675980903371241
   Kim T, 2010, DISCOURSE-ABINGDON, V31, P577, DOI 10.1080/01596306.2010.516939
   Kim T, 2009, COMP EDUC, V45, P387, DOI 10.1080/03050060903184957
   Kohler-Riessman C., 2008, NARRATIVE METHODS HU
   Krzaklewska Ewa., 2008, STUDENTS STAFF ACAD, P82
   Kyvik S, 1999, HIGH EDUC, V38, P379, DOI 10.1023/A:1003762411195
   Leemann RJ, 2010, DISCOURSE-ABINGDON, V31, P609, DOI 10.1080/01596306.2010.516942
   Leung MWH, 2017, J ETHN MIGR STUD, V43, P2704, DOI 10.1080/1369183X.2017.1314595
   Lomer S, 2017, HIGH EDUC, V74, P581, DOI 10.1007/s10734-016-0060-6
   Lynch K., 2009, CTR HIGH ED EQ RES C
   MacLure M, 2013, INT J QUAL STUD EDUC, V26, P658, DOI 10.1080/09518398.2013.788755
   Maestri G, 2017, AREA, V49, P18, DOI 10.1111/area.12273
   Matus C, 2009, DISCOURSE-ABINGDON, V30, P515, DOI 10.1080/01596300903237271
   Merrill B., 2009, Using biographical methods in social research
   Mignolo WD, 2009, THEOR CULT SOC, V26, P159, DOI 10.1177/0263276409349275
   Miller R.L., 2000, Researching life stories and family histories
   Morano-Foadi S, 2005, INT MIGR, V43, P133, DOI 10.1111/j.1468-2435.2005.00344.x
   Morley Louise., 1999, Organising Feminisms: The Micropolitics of the Academy
   Morrice L., 2017, CHEER SEM DISR INT D
   Mountz Alison., 2010, Seeking asylum: human smuggling and bureaucracy at the border
   Musselin C, 2004, HIGH EDUC, V48, P55, DOI 10.1023/B:HIGH.0000033770.24848.41
   OECD, 2004, INT TRAD HIGH ED OPP, DOI [10.1787/9789264015067, DOI 10.1787/9789264015067]
   Omobowale AO, 2017, SOCIOLOGY, V51, P43, DOI 10.1177/0038038516656994
   Pavlin S., 2013, SERIES SOZIALWISSENS, V2
   Pherali TJ, 2012, J STUD INT EDUC, V16, P313, DOI 10.1177/1028315311421842
   Poole GS, 2016, COMP EDUC, V52, P62, DOI 10.1080/03050068.2015.1125615
   Richarson J., 2007, CAREER DEV INT, V12, P164, DOI [DOI 10.1108/13620430710733640, 10.1108/13620430710733640]
   Roberts B., 2002, Biographical research
   Robertson SL, 2010, DISCOURSE-ABINGDON, V31, P641, DOI 10.1080/01596306.2010.516945
   Said Edward., 1994, REPRESENTATIONS INTE, P35
   Sheller M, 2006, ENVIRON PLANN A, V38, P207, DOI 10.1068/a37268
   Sheller M, 2014, CURR SOCIOL, V62, P789, DOI 10.1177/0011392114533211
   Skeggs B., 2004, Class, Self, Culture
   Steir J., 2004, Societies and Education, V2, P83, DOI DOI 10.1080/1476772042000177069
   Streitwieser B., 2014, Internationalisation of higher education and global mobility
   Stromquist NP, 2007, HIGH EDUC, V53, P81, DOI 10.1007/s10734-005-1975-5
   Urry J., 2007, Mobilities
   UUK, 2007, TAL WARS INT MARK AC
   van Baar H, 2012, J ETHN MIGR STUD, V38, P1289, DOI 10.1080/1369183X.2012.689189
   van der Wende M, 2015, EUR REV, V23, pS70, DOI 10.1017/S1062798714000799
   Verger A, 2010, GLOB SOC EDUC, V8, P105, DOI 10.1080/14767720903574116
   Vincent-Lancrin S., 2012, OECD ED WORKING PAPE
   Walkerdine V, 2003, GENDER EDUC, V15, P237, DOI 10.1080/09540250303864
   Wengraff Tom., 2001, Qualitative Research Interviewing
NR 96
TC 94
Z9 102
U1 4
U2 84
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD SEP
PY 2018
VL 76
IS 3
BP 537
EP 554
DI 10.1007/s10734-017-0224-z
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GQ7SY
UT WOS:000441947600009
OA Green Published, Green Submitted, Green Accepted, hybrid
DA 2024-07-19
ER

PT J
AU Liu, RD
   Zhen, R
   Ding, Y
   Liu, Y
   Wang, J
   Jiang, RH
   Xu, L
AF Liu, Ru-De
   Zhen, Rui
   Ding, Yi
   Liu, Ying
   Wang, Jia
   Jiang, Ronghuan
   Xu, Le
TI Teacher support and math engagement: roles of academic self-efficacy and
   positive emotions
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Teacher support; academic self-efficacy; enjoyment; relief; math
   engagement
ID CLASSROOM SOCIAL-ENVIRONMENT; SCHOOL ENGAGEMENT; EARLY ADOLESCENTS;
   MIDDLE SCHOOL; COGNITIVE ENGAGEMENT; STUDENT ENGAGEMENT; ACHIEVEMENT;
   MOTIVATION; SPECIFICITY; PERCEPTIONS
AB The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math class. The results indicated that teacher support exerted a direct and significant impact on the three aspects of math engagement. Both academic self-efficacy and enjoyment mediated the relations between teacher support and the three aspects of math engagement, whereas relief did not mediate such relations. Moreover, teacher support affected math engagement through multiple paths from academic self-efficacy to both enjoyment and relief. Relief displayed a smaller effect on the three aspects of math engagement than enjoyment did. However, we did not find substantial difference in the underlying mechanisms of different aspects of engagement. Limitations and educational implications were also discussed.
C1 [Liu, Ru-De; Zhen, Rui; Liu, Ying; Wang, Jia; Jiang, Ronghuan; Xu, Le] Beijing Normal Univ, Beijing Key Lab Appl Expt Psychol, Inst Dev Psychol, Fac Psychol, Beijing, Peoples R China.
   [Ding, Yi] Fordham Univ, Grad Sch Educ, New York, NY 10023 USA.
C3 Beijing Normal University; Fordham University
RP Zhen, R (corresponding author), Beijing Normal Univ, Beijing Key Lab Appl Expt Psychol, Inst Dev Psychol, Fac Psychol, Beijing, Peoples R China.
EM zhenrui1206@126.com
RI D, Y/JJC-2699-2023
FU Project of Humanities and Social Sciences Key Research Base in Ministry
   of Education of the People's Republic of China [15JJD190001]
FX This study was supported by the Project of Humanities and Social
   Sciences Key Research Base in Ministry of Education of the People's
   Republic of China [grant number 15JJD190001].
CR Aldridge J.M., 2013, Alberta Journal of Educational Research, V58, P614, DOI DOI 10.1037/T38960-000
   [Anonymous], ASIAN J SOCIAL PSYCH
   [Anonymous], PROFESSIONAL SCH COU
   Appleton JJ, 2008, PSYCHOL SCHOOLS, V45, P369, DOI 10.1002/pits.20303
   Archambault I, 2009, J SCHOOL HEALTH, V79, P408, DOI 10.1111/j.1746-1561.2009.00428.x
   Ashby FG, 1999, PSYCHOL REV, V106, P529, DOI 10.1037/0033-295X.106.3.529
   Bedeck K., 2015, THESIS
   Bernardo A.B. I., 2009, Psychological Studies, V54, P28
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   Boulton M, 2012, CYBERPSYCH BEH SOC N, V15, P141, DOI 10.1089/cyber.2011.0369
   [董妍 Dong Yan], 2007, [心理学报, Acta Psychologica Sinica], V39, P852
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Fredricks JA, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P763, DOI 10.1007/978-1-4614-2018-7_37
   Fredrickson BL, 2001, AM PSYCHOL, V56, P218, DOI 10.1037/0003-066X.56.3.218
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Garcia-Reid P, 2015, EDUC URBAN SOC, V47, P328, DOI 10.1177/0013124513495278
   Goetz T, 2006, BRIT J EDUC PSYCHOL, V76, P289, DOI 10.1348/000709905X42860
   Gootzeit J, 2011, CLIN PSYCHOL REV, V31, P993, DOI 10.1016/j.cpr.2011.06.005
   Greene BA, 1996, CONTEMP EDUC PSYCHOL, V21, P181, DOI 10.1006/ceps.1996.0015
   HALBERSTADT JB, 1995, PSYCHOL SCI, V6, P278, DOI 10.1111/j.1467-9280.1995.tb00511.x
   Helgeson V.S., 2010, HDB ADULT RESILIENCE, P309, DOI DOI 10.1177/14680173100100040104
   Hughes JN, 2011, J APPL DEV PSYCHOL, V32, P278, DOI 10.1016/j.appdev.2010.03.005
   JOHNSON DW, 1985, J PSYCHOL, V119, P405, DOI 10.1080/00223980.1985.10542911
   JOHNSON DW, 1983, J PSYCHOL, V114, P135, DOI 10.1080/00223980.1983.9915406
   Jun W, 2014, Stud Psychol Behav, V12, P326, DOI DOI 10.3969/J.ISSN.1672-0628.2014.03.008
   Klem AM, 2004, J SCHOOL HEALTH, V74, P262, DOI 10.1111/j.1746-1561.2004.tb08283.x
   Linnenbrink-Garcia L, 2011, CONTEMP EDUC PSYCHOL, V36, P1, DOI 10.1016/j.cedpsych.2010.11.004
   Mercer SH, 2011, J SCHOOL PSYCHOL, V49, P323, DOI 10.1016/j.jsp.2011.03.006
   Muthen L.K., 2012, MPLUS USERS GUIDE VE
   Patrick H, 2007, J EDUC PSYCHOL, V99, P83, DOI 10.1037/0022-0663.99.1.83
   PEKRUN R, 1992, APPL PSYCHOL-INT REV, V41, P359, DOI 10.1111/j.1464-0597.1992.tb00712.x
   Pekrun R, 2002, EDUC PSYCHOL-US, V37, P91, DOI 10.1207/S15326985EP3702_4
   Pekrun R., 2002, Beyond Coping: Meeting Goals, Visions, and Challenges, P149, DOI DOI 10.1093/MED:PSYCH/9780198508144.003.0008
   Pekrun R, 2006, EDUC PSYCHOL REV, V18, P315, DOI 10.1007/s10648-006-9029-9
   Pekrun R, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P259, DOI 10.1007/978-1-4614-2018-7_12
   PINTRICH PR, 1990, J EDUC PSYCHOL, V82, P33, DOI 10.1037/0022-0663.82.1.33
   Putwain D, 2013, BRIT J EDUC PSYCHOL, V83, P633, DOI 10.1111/j.2044-8279.2012.02084.x
   Rice L, 2013, J YOUTH ADOLESCENCE, V42, P1028, DOI 10.1007/s10964-012-9801-8
   Roeser RW, 1996, J EDUC PSYCHOL, V88, P408, DOI 10.1037/0022-0663.88.3.408
   Rosenfeld L.B., 2000, Child and Adolescent Social Work Journal, V17, P205, DOI [DOI 10.1023/A:1007535930286, https://doi.org/10.1023/A:1007535930286]
   Ryan AM, 2001, AM EDUC RES J, V38, P437, DOI 10.3102/00028312038002437
   Sakiz G., 2009, ANN M EUR C ED RES V
   Schunk D.H., 1989, Research on Motivation in Education, P13
   Simons-Morton B, 2009, YOUTH SOC, V41, P3, DOI 10.1177/0044118X09334861
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   Stroet K, 2013, EDUC RES REV-NETH, V9, P65, DOI 10.1016/j.edurev.2012.11.003
   Tedeschi RG, 2004, PSYCHOL INQ, V15, P1, DOI 10.1207/s15327965pli1501_01
   Upadyaya K, 2013, EUR PSYCHOL, V18, P136, DOI 10.1027/1016-9040/a000143
   Usher EL, 2006, CONTEMP EDUC PSYCHOL, V31, P125, DOI 10.1016/j.cedpsych.2005.03.002
   Van Ryzin MJ, 2009, J YOUTH ADOLESCENCE, V38, P1, DOI 10.1007/s10964-007-9257-4
   Walker CO, 2009, J EDUC RES, V102, P463, DOI 10.3200/JOER.102.6.463-472
   Wang J., 2019, STRUCTURAL EQUATION, V2nd
   Wang MT, 2016, LEARN INSTR, V43, P16, DOI 10.1016/j.learninstruc.2016.01.008
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   [温忠麟 Wen Zhonglin], 2004, [心理学报, Acta Psychologica Sinica], V36, P186
   Wentzel KR, 1997, J EDUC PSYCHOL, V89, P411, DOI 10.1037/0022-0663.89.3.411
   WITKIN HA, 1979, J PERS SOC PSYCHOL, V37, P1127, DOI 10.1037/0022-3514.37.7.1127
   Yang S., 2014, Journal of Mathematics Education, V23, P4
   Zeldin AL, 2000, AM EDUC RES J, V37, P215, DOI 10.2307/1163477
   [周宵 Zhou Xiao], 2014, [中国临床心理学杂志, Chinese Journal of Clinical Psychology], V22, P1082
NR 61
TC 117
Z9 132
U1 27
U2 218
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PY 2018
VL 38
IS 1
BP 3
EP 16
DI 10.1080/01443410.2017.1359238
PG 14
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA FZ4HE
UT WOS:000427552500003
DA 2024-07-19
ER

PT J
AU Ladd, GW
   Ettekal, I
   Kochenderfer-Ladd, B
AF Ladd, Gary W.
   Ettekal, Idean
   Kochenderfer-Ladd, Becky
TI Peer Victimization Trajectories From Kindergarten Through High School:
   Differential Pathways for Children's School Engagement and Achievement?
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE peer victimization; trajectories of peer victimization; peer relations;
   school engagement; achievement
ID FIT INDEXES; DEVELOPMENTAL TRAJECTORIES; CLASSROOM PARTICIPATION;
   ACADEMIC-ACHIEVEMENT; PREVALENCE; ADJUSTMENT; GROWTH; ASSOCIATION;
   EXPERIENCES; PREDICTORS
AB This investigation's aims were to map prevalence, normative trends, and patterns of continuity or change in school-based peer victimization throughout formal schooling (i.e., Grades K-12), and determine whether specific victimization patterns (i.e., differential trajectories) were associated with children's academic performance. A sample of 383 children (193 girls) was followed from kindergarten (M-age = 5.50) through Grade 12 (M-age = 17.89), and measures of peer victimization, school engagement, academic self-perceptions, and achievement were repeatedly administered across this epoch. Although it was the norm for victimization prevalence and frequency to decline across formal schooling, 5 trajectory subtypes were identified, capturing differences in victimization frequency and continuity (i.e., highchronic, moderate-emerging, early victims, low victims, and nonvictims). Consistent with a chronic stress hypothesis, high-chronic victimization consistently was related to lower-and often prolongeddisparities in school engagement, academic self-perceptions, and academic achievement. For other victimization subtypes, movement into victimization (i.e., moderate-emerging) was associated with lower or declining scores on academic indicators, and movement out of victimization (i.e., early victims) with higher or increasing scores on these indicators (i.e., "recovery"). Findings provide a more complete account of the overall prevalence, stability, and developmental course of school-based peer victimization than has been reported to date.
C1 [Ladd, Gary W.; Ettekal, Idean; Kochenderfer-Ladd, Becky] Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, Tempe, AZ 85287 USA.
   [Ladd, Gary W.] Arizona State Univ, Dept Psychol, Tempe, AZ 85287 USA.
C3 Arizona State University; Arizona State University-Tempe; Arizona State
   University; Arizona State University-Tempe
RP Ladd, GW (corresponding author), Arizona State Univ, Dept Psychol, T Denny Sanford Sch Social & Family Dynam, POB 873701, Tempe, AZ 85287 USA.
EM Gary.Ladd@asu.edu
OI Ladd, Becky/0000-0002-7796-6474
FU National Institutes of Health [1 RO1MH-49223, 2-RO1MH-49223,
   R01HD-045906]
FX This investigation was conducted as part of the Pathways Project, a
   larger longitudinal investigation of children's social, psychological,
   and scholastic adjustment in school contexts that is supported by the
   National Institutes of Health (1 RO1MH-49223, 2-RO1MH-49223,
   R01HD-045906 to Gary W. Ladd). Special appreciation is expressed to all
   the children and parents who made this study possible, and to members of
   the Pathways Project for assistance with data collection.
CR [Anonymous], 362322 ERIC ED
   Biggs BK, 2010, INT J BEHAV DEV, V34, P136, DOI 10.1177/0165025409348560
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   Boivin M, 2010, MERRILL PALMER QUART, V56, P231
   Buhs ES, 2006, J EDUC PSYCHOL, V98, P1, DOI 10.1037/0022-0663.98.1.1
   Buhs ES, 2001, DEV PSYCHOL, V37, P550, DOI 10.1037//0012-1649.37.4.550
   Cheung GW, 2002, STRUCT EQU MODELING, V9, P233, DOI 10.1207/S15328007SEM0902_5
   Delfabbro P, 2006, BRIT J EDUC PSYCHOL, V76, P71, DOI 10.1348/000709904X24645
   Enders C. K., 2010, APPL MISSING DATA AN, DOI DOI 10.1037/040-3590.18.4.373
   Ettekal I, 2015, AGGRESS VIOLENT BEH, V23, P75, DOI 10.1016/j.avb.2015.05.011
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furlong M.J., 2010, Handbook of bullying in schools: An international perspective, P329
   Goldbaum S., 2003, Journal of Applied School Psychology, V19, P139
   HARTER S, 1982, CHILD DEV, V53, P87, DOI 10.1111/j.1467-8624.1982.tb01295.x
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Hughes S., 1987, TEST CRITIQUES, V6, P341
   Juvonen J, 2014, ANNU REV PSYCHOL, V65, P159, DOI 10.1146/annurev-psych-010213-115030
   Kochel KP, 2012, CHILD DEV, V83, P637, DOI 10.1111/j.1467-8624.2011.01722.x
   Kochenderfer BJ, 1996, CHILD DEV, V67, P1305, DOI 10.2307/1131701
   Kochenderfer-Ladd B, 2001, CHILD DEV, V72, P134, DOI 10.1111/1467-8624.00270
   Ladd G.W., 2009, Handbook of motivation at school, P323
   Ladd GW, 2008, CHILD DEV, V79, P1001, DOI 10.1111/j.1467-8624.2008.01172.x
   Ladd GW, 2009, J EDUC PSYCHOL, V101, P190, DOI 10.1037/a0013153
   Ladd GW, 1999, CHILD DEV, V70, P1373, DOI 10.1111/1467-8624.00101
   Ladd GW, 1996, CHILD DEV, V67, P1103, DOI 10.1111/j.1467-8624.1996.tb01785.x
   LADD GW, 1990, CHILD DEV, V61, P1081, DOI 10.1111/j.1467-8624.1990.tb02843.x
   Ladd GW, 2000, MERRILL PALMER QUART, V46, P255
   Ladd GW, 2002, PSYCHOL ASSESSMENT, V14, P74, DOI 10.1037//1040-3590.14.1.74
   LADD GW, 1987, CHILD DEV, V58, P1168, DOI 10.2307/1130613
   Muthen B., 2004, SAGE Research Handbooks, DOI DOI 10.4135/9781412986311.N19
   Muthen LK., 1998, MPLUS USERS GUIDE
   Nakamoto J, 2010, SOC DEV, V19, P221, DOI 10.1111/j.1467-9507.2009.00539.x
   Nylund K, 2007, CHILD DEV, V78, P1706, DOI 10.1111/j.1467-8624.2007.01097.x
   Olweus D., 2010, Handbook of bullying in schools: An international perspective, P9, DOI DOI 10.4324/9780203864968
   Olweus D., 1999, NATURE SCH BULLYING, P28
   Paquette JA, 1999, MERRILL PALMER QUART, V45, P242
   Ram N, 2009, INT J BEHAV DEV, V33, P565, DOI 10.1177/0165025409343765
   Reavis RD, 2010, MERRILL PALMER QUART, V56, P303, DOI 10.1353/mpq.0.0055
   ROHDE P, 1990, J ABNORM PSYCHOL, V99, P264, DOI 10.1037/0021-843X.99.3.264
   Rudolph KD, 2011, J CLIN CHILD ADOLESC, V40, P111, DOI 10.1080/15374416.2011.533413
   Scholte RHJ, 2007, J ABNORM CHILD PSYCH, V35, P217, DOI 10.1007/s10802-006-9074-3
   Schwartz D, 2005, J EDUC PSYCHOL, V97, P425, DOI 10.1037/0022-0663.97.3.425
   Seals D, 2003, ADOLESCENCE, V38, P735
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   Snyder J, 2003, CHILD DEV, V74, P1881, DOI 10.1046/j.1467-8624.2003.00644.x
   Storch E.A., 2003, Child Study Journal, V33, P1, DOI DOI 10.1016/J.ADOLESCENCE.2004.03.003
   Sullivan TN, 2006, DEV PSYCHOPATHOL, V18, P119, DOI 10.1017/S095457940606007X
   Sumter SR, 2012, J ADOLESCENT HEALTH, V50, P607, DOI 10.1016/j.jadohealth.2011.10.251
   Thijs J, 2008, J EDUC PSYCHOL, V100, P754, DOI 10.1037/a0013155
   Tofighi D, 2008, ADVANCES IN LATENT VARIABLE MIXTURE MODELS, P317
   Troop-Gordon W, 2005, CHILD DEV, V76, P1072, DOI 10.1111/j.1467-8624.2005.00898.x
   Wilkinson GS, 1993, Wide range achievement test, third edition (WRAT-3)
   Wolke D, 2001, BRIT J PSYCHOL, V92, P673, DOI 10.1348/000712601162419
   Wu W, 2009, PSYCHOL METHODS, V14, P183, DOI 10.1037/a0015858
   YOUNGER A, 1993, SOCIAL WITHDRAWAL, INHIBITION, AND SHYNESS IN CHILDHOOD, P215
NR 56
TC 170
Z9 210
U1 4
U2 59
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD AUG
PY 2017
VL 109
IS 6
BP 826
EP 841
DI 10.1037/edu0000177
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA FC1QC
UT WOS:000406611400006
DA 2024-07-19
ER

PT J
AU Vollet, JW
   Kindermann, TA
   Skinner, EA
AF Vollet, Justin W.
   Kindermann, Thomas A.
   Skinner, Ellen A.
TI In Peer Matters, Teachers Matter: Peer Group Influences on Students'
   Engagement Depend on Teacher Involvement
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE student engagement; peer influence; teacher influence; differential
   susceptibility; joint effects
ID SCHOOL ENGAGEMENT; INTERPERSONAL RELATIONSHIPS; INDIVIDUAL DEVELOPMENT;
   ACADEMIC ENGAGEMENT; CHILD RELATIONSHIPS; EARLY ADOLESCENCE; PERCEIVED
   CONTROL; MOTIVATION; ACHIEVEMENT; CONTEXT
AB This study focused on the joint effects of teachers and peer groups as predictors of change in students' engagement during the first year of middle school, when the importance of peer relationships normatively increases and the quality of teacher-student relationships typically declines. To explore cumulative and contextualized joint effects, the study utilized 3 sources of information about an entire cohort of 366 sixth graders in a small town: Peer groups were identified using sociocognitive mapping; students reported on teacher involvement; and teachers reported on each student's engagement. Consistent with models of cumulative effects, peer group engagement and teacher involvement each uniquely predicted changes in students' engagement. Consistent with contextualized models suggesting differential susceptibility, peer group engagement was a more pronounced predictor of changes in engagement for students who experienced relatively low involvement from teachers. These peer effects were positive or negative depending on the engagement versus disaffection of each student's peer group. Person-centered analyses also revealed cumulative and contextualized effects. Most engaged were students who experienced support from both social partners; steepest engagement declines were found when students affiliated with disaffected peers and experienced teachers as relatively uninvolved. High teacher involvement partially protected students from the motivational costs of affiliating with disaffected peers, and belonging to engaged peer groups partially buffered students' engagement from the effects of low teacher involvement. These findings suggest that, although peer groups and teachers are each important individually, a complete understanding of their contributions to students' engagement requires the examination of their joint effects.
C1 [Vollet, Justin W.; Kindermann, Thomas A.; Skinner, Ellen A.] Portland State Univ, Dept Psychol, POB 751, Portland, OR 97207 USA.
C3 Portland State University
RP Vollet, JW (corresponding author), Portland State Univ, Dept Psychol, POB 751, Portland, OR 97207 USA.
EM jwv@pdx.edu
RI Kindermann, Thomas A/A-5307-2008; Vollet, Justin/AAD-1940-2019
OI Kindermann, Thomas A/0000-0003-4546-9649; Vollet,
   Justin/0000-0001-8508-5602
CR Altermatt ER, 2005, SOC DEV, V14, P61, DOI 10.1111/j.1467-9507.2005.00291.x
   Anderman LH, 1999, CONTEMP EDUC PSYCHOL, V24, P21, DOI 10.1006/ceps.1998.0978
   Anderson AR, 2004, J SCHOOL PSYCHOL, V42, P95, DOI 10.1016/j.jsp.2004.01.002
   [Anonymous], 2009, HDB ADOLESCENT PSYCH, DOI DOI 10.1002/9780470479193.ADLPSY001013
   [Anonymous], AMOS VERSION 19 0 CO
   Berndt TJ, 1999, MERRILL PALMER QUART, V45, P13
   Blondal KS, 2012, SCAND J EDUC RES, V56, P85, DOI 10.1080/00313831.2011.568607
   Brechwald WA, 2011, J RES ADOLESCENCE, V21, P166, DOI 10.1111/j.1532-7795.2010.00721.x
   Bronfenbrenner U., 1976, ANN M AM ED RES ASS, DOI 10.2307/1174755
   Bronfenbrenner U., 2006, Theoretical models of human development, P793, DOI DOI 10.1002/9780470147658.CHPSY0114
   Cairns R. B., 1985, J EARLY ADOLESC, V5, P339, DOI [10.1177/0272431685053007, DOI 10.1177/0272431685053007]
   Cairns R.B., 1994, LIFELINES RISKS PATH
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   Danielsen AG, 2010, J SCHOOL PSYCHOL, V48, P247, DOI 10.1016/j.jsp.2010.02.002
   Davidson AJ, 2010, J SCHOOL PSYCHOL, V48, P483, DOI 10.1016/j.jsp.2010.08.002
   De Laet S, 2015, DEV PSYCHOL, V51, P1292, DOI 10.1037/a0039478
   Deci E.L., 1985, INTRINSIC MOTIVATION, DOI [10.1007/978-1-4899-2271-7, DOI 10.1007/978-1-4899-2271-7]
   DECI EL, 1992, PSYCHOL SCI, V3, P167, DOI 10.1111/j.1467-9280.1992.tb00020.x
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Ellis BJ, 2011, DEV PSYCHOPATHOL, V23, P7, DOI 10.1017/S0954579410000611
   Fall AM, 2012, J ADOLESCENCE, V35, P787, DOI 10.1016/j.adolescence.2011.11.004
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Finn JD, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P97, DOI 10.1007/978-1-4614-2018-7_5
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Furrer C., 2014, NATL SOC STUDY ED, V113, P101, DOI DOI 10.1177/016146811411601319
   Goodenow C., 1993, The Journal of Early Adolescence, V13, P21, DOI [DOI 10.1177/0272431693013001002, 10.1177/0272431693013001002, https://doi.org/10.1177/0272431693013001002]
   HALLINAN MT, 1990, SOCIOL EDUC, V63, P122, DOI 10.2307/2112858
   Hamre BK, 2001, CHILD DEV, V72, P625, DOI 10.1111/1467-8624.00301
   HARRIS JR, 1995, PSYCHOL REV, V102, P458, DOI 10.1037/0033-295X.102.3.458
   Hughes J, 2007, J EDUC PSYCHOL, V99, P39, DOI 10.1037/0022-0663.99.1.39
   Kandel D B, 1985, Adv Alcohol Subst Abuse, V4, P139
   Kindermann T, 2003, HANDBOOK OF DEVELOPMENTAL PSYCHOLOGY, P407
   KINDERMANN TA, 1993, DEV PSYCHOL, V29, P970, DOI 10.1037/0012-1649.29.6.970
   Kindermann TA, 1996, SOC DEV, V5, P158, DOI 10.1111/j.1467-9507.1996.tb00078.x
   Kindermann TA, 2007, CHILD DEV, V78, P1186, DOI 10.1111/j.1467-8624.2007.01060.x
   Kindermann TA, 2012, ADOLESC EDUC, P51
   Kindermann TA, 2011, J APPL DEV PSYCHOL, V32, P304, DOI 10.1016/j.appdev.2011.04.005
   Kiuru N, 2015, DEV PSYCHOL, V51, P434, DOI 10.1037/a0038911
   Klem AM, 2004, J SCHOOL HEALTH, V74, P262, DOI 10.1111/j.1746-1561.2004.tb08283.x
   Kline R.B., 2016, Principles and Practice of Structural Equation Modeling, VFourth
   Kurdek LA, 2000, J EDUC PSYCHOL, V92, P449, DOI 10.1037//0022-0663.92.3.449
   LADD GW, 1990, CHILD DEV, V61, P1081, DOI 10.1111/j.1467-8624.1990.tb02843.x
   LEMPERS JD, 1992, J YOUTH ADOLESCENCE, V21, P53, DOI 10.1007/BF01536983
   Li YB, 2011, DEV PSYCHOL, V47, P233, DOI 10.1037/a0021307
   Libbey HP, 2004, J SCHOOL HEALTH, V74, P274, DOI 10.1111/j.1746-1561.2004.tb08284.x
   Little TD, 2006, STRUCT EQU MODELING, V13, P59, DOI 10.1207/s15328007sem1301_3
   Luthar SS, 2000, CHILD DEV, V71, P543, DOI 10.1111/1467-8624.00164
   Lynch AD, 2013, J YOUTH ADOLESCENCE, V42, P6, DOI 10.1007/s10964-012-9833-0
   Martin AJ, 2009, REV EDUC RES, V79, P327, DOI 10.3102/0034654308325583
   Moore SR, 2016, PSYCHOL BULL, V142, P107, DOI 10.1037/bul0000028
   Muthen L. K., 2012, Mplus user's guide (1998-2012), VSeventh
   Nelson RM, 2008, J EXP EDUC, V76, P170, DOI 10.3200/JEXE.76.2.170-190
   Newmann F., 1992, STUDENT ENGAGEMENT A
   Nurmi JE, 2015, INT J BEHAV DEV, V39, P445, DOI 10.1177/0165025415592514
   Nylund KL, 2007, STRUCT EQU MODELING, V14, P535, DOI 10.1080/10705510701575396
   Osterman KF, 2000, REV EDUC RES, V70, P323, DOI 10.3102/00346543070003323
   Quin D., REV ED RES IN PRESS
   Raufelder D, 2013, LEARN INDIVID DIFFER, V24, P89, DOI 10.1016/j.lindif.2012.12.002
   Reeve J, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P149, DOI 10.1007/978-1-4614-2018-7_7
   Roeser RW, 2000, ELEM SCHOOL J, V100, P443, DOI 10.1086/499650
   Rumberger RW, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P491, DOI 10.1007/978-1-4614-2018-7_24
   Ryan AM, 2011, LEARN INSTR, V21, P247, DOI 10.1016/j.learninstruc.2010.07.003
   Ryan AM, 2000, EDUC PSYCHOL, V35, P101, DOI 10.1207/S15326985EP3502_4
   Ryan AM, 2001, CHILD DEV, V72, P1135, DOI 10.1111/1467-8624.00338
   Ryan R.M., 2009, HDB MOTIVATION SCH, P171, DOI DOI 10.4324/9780203879498
   Sabol TJ, 2012, ATTACH HUM DEV, V14, P213, DOI 10.1080/14616734.2012.672262
   Sage NA, 1999, MERRILL PALMER QUART, V45, P143
   Shernoff DJ, 2003, SCHOOL PSYCHOL QUART, V18, P158, DOI 10.1521/scpq.18.2.158.21860
   Skinner E.A., 2009, Handbook of motivation at school, P223, DOI DOI 10.1037/0003-066X.55.1.68
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   Skinner EA, 1998, MONOGR SOC RES CHILD, V63, P1
   Skinner EA, 2016, EDUC PSYCHOL HANDB, P145
   Skinner EA, 2009, EDUC PSYCHOL MEAS, V69, P493, DOI 10.1177/0013164408323233
   Tabachnick B.G., 2012, Using multivariate statistics, V6th
   Ullah H., 2007, COLL STUD J, V41, P1192
   Wang MT, 2014, CHILD DEV PERSPECT, V8, P137, DOI 10.1111/cdep.12073
   Wang MT, 2014, CHILD DEV, V85, P722, DOI 10.1111/cdev.12138
   Wang MT, 2013, DEV PSYCHOL, V49, P1266, DOI 10.1037/a0030028
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   WEINER B, 1990, J EDUC PSYCHOL, V82, P616, DOI 10.1037/0022-0663.82.4.616
   Wellborn J.G., 1992, Engaged and disaffected action: The conceptualization and measurement of motivation in the academic domain
   Wentzel K.R., 2009, Handbook of motivation at school, P301
   Wentzel K.R., 2016, HDB MOTIVATION SCH
   Wentzel K.R., 2016, Handbook of Social Influences in School Contexts: Social-Emotional, Motivation, and Cognitive Outcomes, P13, DOI DOI 10.4324/9781315769929
   Wentzel KR, 2011, EDUC PSYCHOL HANDB, P322
   Wentzel KR, 2010, CONTEMP EDUC PSYCHOL, V35, P193, DOI 10.1016/j.cedpsych.2010.03.002
   Wentzel KathrynR., 2009, HDB PEER INTERACTION, P531, DOI DOI 10.1007/S10803-009-0830-4
   WENTZEL KR, 1994, J EDUC PSYCHOL, V86, P173, DOI 10.1037/0022-0663.86.2.173
   Wentzel KR, 1997, J EDUC PSYCHOL, V89, P411, DOI 10.1037/0022-0663.89.3.411
   Wentzel KR, 1999, J EDUC PSYCHOL, V91, P76, DOI 10.1037/0022-0663.91.1.76
   Wigfield A., 2015, Handbook of child psychology: Vol. 3 Social and emotional development, V3, P657, DOI DOI 10.1002/9781118963418.CHILDPSY316
NR 92
TC 96
Z9 113
U1 6
U2 79
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD JUL
PY 2017
VL 109
IS 5
BP 635
EP 652
DI 10.1037/edu0000172
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EZ1LR
UT WOS:000404473000003
OA Green Submitted
DA 2024-07-19
ER

PT J
AU Oriol-Granado, X
   Mendoza-Lira, M
   Covarrubias-Apablaza, CG
   Molina-Lopez, VM
AF Oriol-Granado, Xavier
   Mendoza-Lira, Michelle
   Covarrubias-Apablaza, Carmen-Gloria
   Molina-Lopez, Victor-Michel
TI Positive Emotions, Autonomy Support and Academic Performance of
   University Students: The Mediating Role of Academic Engagement and
   Self-efficacy
SO REVISTA DE PSICODIDACTICA
LA Spanish
DT Article
DE Positive emotions; Self-efficacy; Academic engagement; Academic
   performance
ID ACHIEVEMENT; MOTIVATION; PREDICTORS
AB The overall objective of this study is to prove whether some variables, such as autonomy support and positive affect experienced in the classroom, are predictors of academic performance through self-efficacy and engagement in university students. The tested model confirms the expected results but notes that self-efficacy does not show a significant direct effect on performance. Therefore, a second model is tested. We include self-efficacy as a predictor of academic engagement, eliminating the direct effect of this variable on performance. The results show a greater adjustment in the second model. It is concluded that: (a) positive emotions and autonomy support predict academic performance, self-efficacy and academic engagement; (b) self-efficacy predicts higher levels of academic engagement and the latter improves academic performance, and (c) indirect effects also show the existence of a mediation of these variables on the predictive relationship of autonomy support and positive emotions on performance. (C) 2017 Universidad del Pais Vasco. Published by Elsevier Espana, S.L.U. All rights reserved.
C1 [Oriol-Granado, Xavier] Univ Santiago, Fac Adm & Econ, Dept Gest & Polit Publ, Santiago, Chile.
   [Mendoza-Lira, Michelle; Molina-Lopez, Victor-Michel] Univ Autonoma Chile, Fac Educ, Temuco, Chile.
   [Covarrubias-Apablaza, Carmen-Gloria] Univ Talca, Programa Formac Fundamental, Talca, Chile.
C3 Universidad de Santiago de Chile; Universidad Autonoma de Chile;
   Universidad de Talca
RP Oriol-Granado, X (corresponding author), Univ Santiago, Fac Adm & Econ, Dept Gest & Polit Publ, Santiago, Chile.
EM xavier.oriol@usach.cl
RI Oriol, Xavier/AAO-3112-2021; Mendoza Lira, Michelle/ABH-2214-2021
OI Oriol, Xavier/0000-0001-7130-7729; Mendoza Lira,
   Michelle/0000-0003-4275-1841
CR Ainley M, 2011, CONTEMP EDUC PSYCHOL, V36, P4, DOI 10.1016/j.cedpsych.2010.08.001
   [Anonymous], 1985, MOTIVATION SELF DETE, DOI DOI 10.1007/978-1-4899-2271-7
   [Anonymous], SELF EFFICACY BELIEF
   [Anonymous], ANUARIO PSICOLOGIA
   [Anonymous], 2011, ADV TEACHER EMOTION
   [Anonymous], 2007, TRIPLE ALIANZA APREN
   [Anonymous], 1997, Self-efficacy: The exercise of control
   [Anonymous], 2000, PREVENTION TREATMENT
   Bakker AB, 2015, MOTIV EMOTION, V39, P49, DOI 10.1007/s11031-014-9422-5
   Browne MW, 1993, Testing structural equation models, DOI DOI 10.1177/0049124192021002005
   Buff A, 2011, LEARN INSTR, V21, P452, DOI 10.1016/j.learninstruc.2010.07.008
   Byrne B.M., 2001, International journal of testing, V1, P55, DOI [DOI 10.1207/S15327574IJT0101_4, 10.1207/S15327574IJT0101_4, DOI 10.1207/S15327574IJT01014]
   Campos JJ, 2004, CHILD DEV, V75, P377, DOI 10.1111/j.1467-8624.2004.00681.x
   Caraway K, 2003, PSYCHOL SCHOOLS, V40, P417, DOI 10.1002/pits.10092
   Christenson SL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P1, DOI 10.1007/978-1-4614-2018-7
   D'Mello S, 2012, LEARN INSTR, V22, P145, DOI 10.1016/j.learninstruc.2011.10.001
   Davey L, 2005, AGGRESS VIOLENT BEH, V10, P624, DOI 10.1016/j.avb.2004.12.002
   Extremera N, 2007, PERS INDIV DIFFER, V42, P1069, DOI 10.1016/j.paid.2006.09.014
   Fredrickson B., 2009, Positivity
   Fredrickson B.L., 1998, J DIVISION 1 AM PSYC, P300, DOI [https://doi.org/10.1037/1089-2680.2.3.300, DOI 10.1037/1089-2680.2.3.300]
   Fredrickson BL, 2001, AM PSYCHOL, V56, P218, DOI 10.1037/0003-066X.56.3.218
   González Fernández Antonio, 2013, Univ. Psychol., V12, P753
   Hayes AF, 2009, COMMUN MONOGR, V76, P408, DOI 10.1080/03637750903310360
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Jang HS, 2008, J EDUC PSYCHOL, V100, P798, DOI 10.1037/a0012841
   Jang H, 2010, J EDUC PSYCHOL, V102, P588, DOI 10.1037/a0019682
   MacKinnon DP, 2004, MULTIVAR BEHAV RES, V39, P99, DOI 10.1207/s15327906mbr3901_4
   MacKinnon DP, 2008, INTRO STAT MEDIATION
   Ntoumanis N, 2001, BRIT J EDUC PSYCHOL, V71, P225, DOI 10.1348/000709901158497
   Ouweneel E, 2011, J POSIT PSYCHOL, V6, P142, DOI 10.1080/17439760.2011.558847
   Parra P, 2010, Revista de Educacion en Ciencias Salud, V7, P57
   Parra P., 2010, Revista de Educacion de Ciencias de la Salud, V7, P128
   Pekrun R, 2002, EDUC PSYCHOL-US, V37, P91, DOI 10.1207/S15326985EP3702_4
   Pekrun R., 2009, Contemporary motivation research: From global to local perspectives, P97
   Pekrun R, 2006, EDUC PSYCHOL REV, V18, P315, DOI 10.1007/s10648-006-9029-9
   Pekrun R, 2014, EDUC PSYCHOL HANDB, P120
   Reeve J, 2006, J EDUC PSYCHOL, V98, P209, DOI 10.1037/0022-0663.98.1.209
   Reeve J, 2006, ELEM SCHOOL J, V106, P225, DOI 10.1086/501484
   Reeve J, 2009, EDUC PSYCHOL-US, V44, P159, DOI 10.1080/00461520903028990
   Paoloni PVR, 2014, ELECTRON J RES EDUC, V12, P567, DOI 10.14204/ejrep.34.14082
   Robbins SB, 2004, PSYCHOL BULL, V130, P261, DOI 10.1037/0033-2909.130.2.261
   Rodríguez-Sánchez A, 2011, REV PSICOL SOC, V26, P427, DOI 10.1174/021347411797361257
   Salanova M., 2005, Anales de Psicologia, V21, P170, DOI DOI 10.6018/ANALESPS
   Salanova Marisa, 2011, J Adv Nurs, V67, P2256, DOI 10.1111/j.1365-2648.2011.05652.x
   Salanova M, 2010, ANXIETY STRESS COPIN, V23, P53, DOI 10.1080/10615800802609965
   Schaufeli W.B., 2003, UWES UTRECHT WORK EN
   Schaufeli W. B., 2002, J HAPPINESS STUD, V3, P71, DOI DOI 10.1023/A:1015630930326
   Schaufeli WB, 2002, J CROSS CULT PSYCHOL, V33, P464, DOI 10.1177/0022022102033005003
   Schutz PA., 2014, UTRECHT STUDIES LANG, V27, P169, DOI [DOI 10.1163/9789401210485_011, DOI 10.1163/9789401210485-011]
   Sierens E, 2009, BRIT J EDUC PSYCHOL, V79, P57, DOI 10.1348/000709908X304398
   Skinner CH, 2004, SCHOOL PSYCHOL REV, V33, P384
   Standage M, 2005, BRIT J EDUC PSYCHOL, V75, P411, DOI 10.1348/000709904X22359
   Sweetman D, 2010, WORK ENGAGEMENT: A HANDBOOK OF ESSENTIAL THEORY AND RESEARCH, P54
   Whannell P, 2012, AUST J ADULT LEARN, V52, P39
   Williams GC, 1996, J PERS SOC PSYCHOL, V70, P115, DOI 10.1037/0022-3514.70.1.115
   Williams GC, 1996, J PERS SOC PSYCHOL, V70, P767, DOI 10.1037/0022-3514.70.4.767
   Williams GC, 1997, SOC SCI MED, V45, P1705, DOI 10.1016/S0277-9536(97)00103-2
NR 57
TC 102
Z9 124
U1 9
U2 116
PU ELSEVIER ESPANA
PI MADRID
PA CALLE DE ZURBANO, 76-4TH FLR LEFT, MADRID, 28010, SPAIN
SN 1136-1034
EI 2254-4372
J9 REV PSICODIDACT
JI Rev. Psicodidact.
PY 2017
VL 22
IS 1
BP 45
EP 53
DI 10.1387/RevPsicodidact.14280
PG 9
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA EU8GC
UT WOS:000401275500007
DA 2024-07-19
ER

PT J
AU Strati, AD
   Schmidt, JA
   Maier, KS
AF Strati, Anna D.
   Schmidt, Jennifer A.
   Maier, Kimberly S.
TI Perceived Challenge, Teacher Support, and Teacher Obstruction as
   Predictors of Student Engagement
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE teacher support; teacher obstruction; academic challenge; student
   engagement; science education
ID HIGH-SCHOOL SCIENCE; CLASSROOM SOCIAL-ENVIRONMENT; ACADEMIC ENGAGEMENT;
   CHILD RELATIONSHIPS; GENDER-DIFFERENCES; YOUNG ADOLESCENTS; MOTIVATION;
   ACHIEVEMENT; MIDDLE; PERCEPTIONS
AB This study explored associations between students' perceptions of challenge, teacher-provided support and obstruction, and students' momentary academic engagement in high school science classrooms. Instrumental and emotional dimensions of support and obstruction were examined separately, and analyses tested whether the relationship between challenge and engagement was moderated by teacher support, teacher obstruction, and individual characteristics like gender and grade level. Students' perceptions of challenge were positively related to their momentary reports of engagement in science learning activities, while teachers' instrumental support was positively associated with engagement across all levels of perceived challenge. Even though teachers' provision of emotional support was not predictive of student engagement, teachers' emotional obstruction was negatively associated with student engagement. Teachers' instrumental obstruction had less consistent associations with student engagement, and was only associated with declines in engagement during those moments when students perceived greater challenge in class. Both gender and grade level emerged as moderators of the relationship between challenge and engagement. Results are discussed in terms of implications for future research and instructional practice.
C1 [Strati, Anna D.] Aurora Univ, Sch Educ, 347 South Gladstone Ave, Aurora, IL 60506 USA.
   [Schmidt, Jennifer A.; Maier, Kimberly S.] Michigan State Univ, Dept Counseling Educ Psychol & Special Educ, E Lansing, MI 48824 USA.
C3 Aurora University; Michigan State University
RP Strati, AD (corresponding author), Aurora Univ, Sch Educ, 347 South Gladstone Ave, Aurora, IL 60506 USA.
EM astrati@aurora.edu
FU National Science Foundation [HRD-0827526]
FX This material is based upon work supported by the National Science
   Foundation Grant HRD-0827526. Any opinions, findings, conclusions, or
   recommendations expressed in this material are those of the authors and
   do not reflect the views of the National Science Foundation. We thank
   Lynley Anderman and Helen Patrick for helpful comments on earlier
   versions of this article as well as the valuable suggestions made by the
   anonymous reviewers.
CR Alexander KL, 1997, SOCIOL EDUC, V70, P87, DOI 10.2307/2673158
   Allen J, 2013, SCHOOL PSYCHOL REV, V42, P76
   Anderman E.M., 2010, Classroom motivation
   Anderman L, 2011, TEACH COLL REC, V113, P969
   [Anonymous], CONDITION ED 2009
   [Anonymous], 2013, Self-theories: Their role in motivation, personality, and development, DOI DOI 10.1017/S0021963099316413
   [Anonymous], 2009, Handbook of positive psychology in schools
   [Anonymous], 2010, Why So Few? Women in Science, Technology, Engineering, and Mathematics
   Appleton JJ, 2008, PSYCHOL SCHOOLS, V45, P369, DOI 10.1002/pits.20303
   Barber BK, 2004, J ADOLESCENT RES, V19, P3, DOI 10.1177/0743558403258113
   Benner AD, 2009, CHILD DEV, V80, P356, DOI 10.1111/j.1467-8624.2009.01265.x
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   Blankemeyer M, 2002, PSYCHOL SCHOOLS, V39, P293, DOI 10.1002/pits.10008
   Brewster AnnB., 2004, Child and Adolescent Social Work Journal, V21, P47, DOI [DOI 10.1023/B:CASW.0000012348.83939.6B, 10.1023/B:CASW.0000012348.83939.6b]
   Britner SL, 2008, J RES SCI TEACH, V45, P955, DOI 10.1002/tea.20249
   Burnett P.C., 2002, Educational Psychology, V22, P1, DOI [10.1080/01443410120101215, DOI 10.1080/01443410120101215]
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   Conner JO, 2013, J YOUTH ADOLESCENCE, V42, P1426, DOI 10.1007/s10964-013-9948-y
   CSIKSZENTMIHALYI M, 1987, J NERV MENT DIS, V175, P526, DOI 10.1097/00005053-198709000-00004
   Csikszentmihalyi M., 1990, Flow: The psychology of optimal experience
   Csikszentmihalyi M., 1984, Being adolescent: Conflict and growth in the teenage years
   Davidson AL, 1999, ADV MOTIV A, V11, P233
   Davis HA, 2003, EDUC PSYCHOL-US, V38, P207, DOI 10.1207/S15326985EP3804_2
   DeBaker TK, 2000, J EDUC RES, V93, P245, DOI 10.1080/00220670009598713
   Deci EL, 2000, PSYCHOL INQ, V11, P227, DOI 10.1207/S15327965PLI1104_01
   Eccles J., 2004, Handbook of adolescent psychology, DOI DOI 10.1002/9780470479193.ADLPSY001013
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Farenga SJ, 1999, SCI EDUC, V83, P55, DOI 10.1002/(SICI)1098-237X(199901)83:1<55::AID-SCE3>3.3.CO;2-F
   Federci R.A., 2014, International Education Studies, V7, P21, DOI [10.5539/ies.v7n1p21, DOI 10.5539/IES.V7N1P2]
   Finn JD, 1997, J APPL PSYCHOL, V82, P221, DOI 10.1037/0021-9010.82.2.221
   Fredricks J.A., 2002, ANN M AM ED RES ASS
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Freeman C.E., 2004, Trends in the educational equity of girls and women: 2004
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Furrer C., 2009, SOC RES CHILD DEV BI
   Garcia-Reid P, 2007, YOUTH SOC, V39, P164, DOI 10.1177/0044118X07303263
   Gehlbach H, 2012, BRIT J EDUC PSYCHOL, V82, P690, DOI 10.1111/j.2044-8279.2011.02058.x
   Goodenow C., 1993, The Journal of Early Adolescence, V13, P21, DOI [DOI 10.1177/0272431693013001002, 10.1177/0272431693013001002, https://doi.org/10.1177/0272431693013001002]
   Gorham J., 1992, COMMUN Q, V40, P239
   Gottfried AE, 2001, J EDUC PSYCHOL, V93, P3, DOI 10.1037/0022-0663.93.1.3
   Graham S., 1990, ATTRIBUTION THEORY, P17
   Green G, 2008, J SCHOOL PSYCHOL, V46, P393, DOI 10.1016/j.jsp.2007.07.001
   Hamre BK, 2001, CHILD DEV, V72, P625, DOI 10.1111/1467-8624.00301
   Hektner J., 2001, Applied Developmental Science, V5, P172, DOI DOI 10.1207/S1532480XADS0503_
   Hektner Joel M., 2011, Experience Sampling Method
   Henningsen M, 1997, J RES MATH EDUC, V28, P524, DOI 10.2307/749690
   Hughes J, 2007, J EDUC PSYCHOL, V99, P39, DOI 10.1037/0022-0663.99.1.39
   Jones MG, 2000, SCI EDUC, V84, P180, DOI 10.1002/(SICI)1098-237X(200003)84:2<180::AID-SCE3>3.0.CO;2-X
   Kesner JE, 2000, J SCHOOL PSYCHOL, V38, P133, DOI 10.1016/S0022-4405(99)00043-6
   Kirst M.W., 2001, OVERCOMING HIGH SCH
   Klem AM, 2004, J SCHOOL HEALTH, V74, P262, DOI 10.1111/j.1746-1561.2004.tb08283.x
   La Paro KM., 2003, CLASS CLASSROOM ASSE
   Lai MHC, 2014, J EDUC BEHAV STAT, V39, P282, DOI 10.3102/1076998614532950
   Larson RW, 2000, AM PSYCHOL, V55, P170, DOI 10.1037/0003-066X.55.1.170
   Lau S., 2002, EDUC ASSESS, V8, P139, DOI DOI 10.1207/S15326977EA0802_04
   Lau S, 2008, LEARN INDIVID DIFFER, V18, P497, DOI 10.1016/j.lindif.2007.11.002
   Lee VE, 1999, AM EDUC RES J, V36, P907, DOI 10.3102/00028312036004907
   Lutz SL, 2006, J EDUC RES, V100, P3, DOI 10.3200/JOER.100.1.3-20
   Malecki CK, 2003, SCHOOL PSYCHOL QUART, V18, P231, DOI 10.1521/scpq.18.3.231.22576
   Mallow J, 2010, M UN DIV ADV WOM UN
   Mant J, 2007, INT J SCI EDUC, V29, P1707, DOI 10.1080/09500690701537973
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   Martin AJ, 2009, REV EDUC RES, V79, P327, DOI 10.3102/0034654308325583
   McCoach DB, 2013, INSTRUMENT DEVELOPMENT IN THE AFFECTIVE DOMAIN: SCHOOL AND CORPORATE APPLICATIONS, THIRD EDITION, P209, DOI 10.1007/978-1-4614-7135-6_6
   McLaughlin M., 2001, PROFESSIONAL COMMUNI
   Meyer DK, 2002, EDUC PSYCHOL-US, V37, P107, DOI 10.1207/S15326985EP3702_5
   Moneta GB, 1996, J PERS, V64, P275, DOI 10.1111/j.1467-6494.1996.tb00512.x
   Murdock TB, 1999, J EDUC PSYCHOL, V91, P62, DOI 10.1037/0022-0663.91.1.62
   Murray C, 2009, J EARLY ADOLESCENCE, V29, P376, DOI 10.1177/0272431608322940
   National Center for Education Statistics, 2000, EDUCATIONAL EQUITY F
   Nolen SB, 2003, J RES SCI TEACH, V40, P347, DOI 10.1002/tea.10080
   Osterman KF, 2000, REV EDUC RES, V70, P323, DOI 10.3102/00346543070003323
   Patrick H, 2007, J EDUC PSYCHOL, V99, P83, DOI 10.1037/0022-0663.99.1.83
   Pekrun R, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P259, DOI 10.1007/978-1-4614-2018-7_12
   PIANTA R, 2005, APPL DEV SCI, V0009
   Pianta RC, 1997, EARLY CHILD RES Q, V12, P263, DOI 10.1016/S0885-2006(97)90003-X
   Rathunde K, 1996, J RES ADOLESCENCE, V6, P605
   Raudenbush S.W., 2002, Advanced Quantitative Techniques in the Social Sciences Series, V1
   Ryan AM, 2001, AM EDUC RES J, V38, P437, DOI 10.3102/00028312038002437
   Ryan R.M., 1994, J EARLY ADOLESCENCE, V14, P226, DOI [10.1177/027243169401400207, DOI 10.1177/027243169401400207]
   Saft EW, 2001, SCHOOL PSYCHOL QUART, V16, P125, DOI 10.1521/scpq.16.2.125.18698
   Schmidt J. A., 2010, BIENN M SOC RES AD P
   Schmidt J. A., 2011, ANN M AM ED RES ASS
   Schmidt J.A., 2008, Looking inside high school science classrooms: Examining males' and females' subjective experience
   Schmidt J. A., 2010, M AM ED RES ASS DENV
   Semmer NK, 2008, INT J STRESS MANAGE, V15, P235, DOI 10.1037/1072-5245.15.3.235
   Sharkey JD, 2008, PSYCHOL SCHOOLS, V45, P402, DOI 10.1002/pits.20305
   Shernoff D.S., 2000, BECOMING ADULT TEENA, P142
   Shernoff DJ, 2008, J YOUTH ADOLESCENCE, V37, P564, DOI 10.1007/s10964-007-9241-z
   Shernoff DJ, 2003, SCHOOL PSYCHOL QUART, V18, P158, DOI 10.1521/scpq.18.2.158.21860
   Shumow L., 2014, EMPOWERING TEACHERS
   Sirin SR, 2004, YOUTH SOC, V35, P323, DOI 10.1177/0044118X03255006
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   Strati A. D., 2012, ANN M AM ED RES ASS
   Suldo SM, 2009, SCHOOL PSYCHOL REV, V38, P67
   Tinsley H.E. A., 2000, Handbook of Applied Multivariate Statistics and Mathematical Modeling, P95, DOI 10.1016/B978-012691360-6/50005-7
   TINSLEY HEA, 1975, J COUNS PSYCHOL, V22, P358, DOI 10.1037/h0076640
   TOBIN K, 1987, TEACH TEACH EDUC, V3, P287, DOI 10.1016/0742-051X(87)90021-7
   TOBIN K, 1987, J CURRICULUM STUD, V19, P549, DOI 10.1080/0022027870190606
   Tomlinson C. A., 2014, DIFFERENTIATED CLASS
   Tomlinson C.A., 2001, DIFFERENTIATE INSTRU
   Tucker CM, 2002, PSYCHOL SCHOOLS, V39, P477, DOI 10.1002/pits.10038
   Turner JC, 2004, TEACH COLL REC, V106, P1759, DOI 10.1111/j.1467-9620.2004.00404.x
   Urdan T, 2006, J SCHOOL PSYCHOL, V44, P331, DOI 10.1016/j.jsp.2006.04.003
   Walsh S., 2002, LANG TEACH RES, V6, P3, DOI [DOI 10.1191/1362168802LR095OA, 10.1191/1362168802lr095oa]
   Webster's New World College Dictionary, CHALL
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Yazzie-Mintz E., 2010, CHARTING PATH ENGAGE
NR 110
TC 95
Z9 138
U1 32
U2 180
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD JAN
PY 2017
VL 109
IS 1
BP 131
EP U152
DI 10.1037/edu0000108
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EK1HG
UT WOS:000393675800009
OA Bronze
DA 2024-07-19
ER

PT J
AU Engels, MC
   Colpin, H
   Van Leeuwen, K
   Bijttebier, P
   Van Den Noortgate, W
   Claes, S
   Goossens, L
   Verschueren, K
AF Engels, Maaike C.
   Colpin, Hilde
   Van Leeuwen, Karla
   Bijttebier, Patricia
   Van Den Noortgate, Wim
   Claes, Stephan
   Goossens, Luc
   Verschueren, Karine
TI Behavioral Engagement, Peer Status, and Teacher-Student Relationships in
   Adolescence: A Longitudinal Study on Reciprocal Influences
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Adolescents; Behavioral engagement; Likeability; Peer status;
   Popularity; Teacher-student relationships
ID SCHOOL ENGAGEMENT; CHILD RELATIONSHIPS; DEVELOPMENTAL-CHANGES; ACADEMIC
   ENGAGEMENT; SOCIAL ACCEPTANCE; CLASSROOM; MIDDLE; MOTIVATION;
   TRAJECTORIES; INSTRUCTION
AB Although teachers and peers play an important role in shaping students' engagement, no previous study has directly investigated transactional associations of these classroom-based relationships in adolescence. This study investigated the transactional associations between adolescents' behavioral engagement, peer status (likeability and popularity), and (positive and negative) teacher-student relationships during secondary education. A large sample of adolescents was followed from Grade 7 to 11 (N = 1116; 49 % female; M age = 13.79 years). Multivariate autoregressive cross-lagged modeling revealed only unidirectional effects from teacher-student relationships and peer status on students' behavioral engagement. Positive teacher-student relationships were associated with more behavioral engagement over time, whereas negative teacher-student relationships, higher likeability and higher popularity were related to less behavioral engagement over time. We conclude that teachers and peers constitute different sources of influence, and play independent roles in adolescents' behavioral engagement.
C1 [Engels, Maaike C.; Colpin, Hilde; Bijttebier, Patricia; Goossens, Luc; Verschueren, Karine] KU Leuven Univ Leuven, Fac Psychol & Educ Sci, Sch Psychol & Child & Adolescent Dev, Tiensestr 102,Box 3717, B-3000 Louvain, Belgium.
   [Van Leeuwen, Karla] KU Leuven Univ Leuven, Fac Psychol & Educ Sci, Parenting & Special Educ Res Unit, Leopold Vanderkelenstr 32,Box 3765, B-3000 Louvain, Belgium.
   [Van Den Noortgate, Wim] KU Leuven Univ Leuven, Fac Psychol & Educ Sci, Methodol Educ Sci, Tiensestr 102,Box 3762, B-3000 Louvain, Belgium.
   [Claes, Stephan] KU Leuven Univ Leuven, Dept Neurosci, Res Grp Psychiat, UZ Herestr 49,Box 7003 37, B-3000 Louvain, Belgium.
C3 KU Leuven; KU Leuven; KU Leuven; KU Leuven
RP Engels, MC (corresponding author), KU Leuven Univ Leuven, Fac Psychol & Educ Sci, Sch Psychol & Child & Adolescent Dev, Tiensestr 102,Box 3717, B-3000 Louvain, Belgium.
EM Maaike.Engels@ppw.kuleuven.be
RI Van den Noortgate, Wim/AAB-5969-2020; Van Leeuwen, Karla/AAF-6095-2020
OI Van den Noortgate, Wim/0000-0003-4011-219X; Van Leeuwen,
   Karla/0000-0002-6628-3483; Goossens, Luc/0000-0003-3851-0412; Engels,
   Maaike/0000-0002-3070-3124; Verschueren, Karine/0000-0003-2172-1424;
   Bijttebier, Patricia/0000-0002-0648-7388; Claes,
   Stephan/0000-0002-1175-492X
FU FWO (Research Fund - Flanders) [G.0728.14]; research council of KU
   Leuven [GOA/12/009]
FX This research project was funded by FWO (Research Fund - Flanders,
   G.0728.14) and by the research council of KU Leuven (Grant GOA/12/009:
   "STRATEGIES project").
CR Achenbach T.M., 1987, Manual for the youth self-report and profile
   Allen JP, 2011, SCIENCE, V333, P1034, DOI 10.1126/science.1207998
   [Anonymous], KUNST SOCSTAT SOCIOM
   Archambault I, 2013, LEARN INSTR, V23, P1, DOI 10.1016/j.learninstruc.2012.09.003
   Asher S.R., 1990, Peer rejection in childhood
   Bergin C, 2009, EDUC PSYCHOL REV, V21, P141, DOI 10.1007/s10648-009-9104-0
   Berndt TJ, 1999, MERRILL PALMER QUART, V45, P13
   Birch SH, 1998, DEV PSYCHOL, V34, P934, DOI 10.1037/0012-1649.34.5.934
   Bronfenbrenner U., 2006, Theoretical models of human development, P793, DOI DOI 10.1002/9780470147658.CHPSY0114
   Buhs ES, 2005, J SCHOOL PSYCHOL, V43, P407, DOI 10.1016/j.jsp.2005.09.001
   Byrne B. M., 2012, STRUCTURAL EQUATION
   Chang L, 2007, MERRILL PALMER QUART, V53, P603, DOI 10.1353/mpq.2008.0006
   Christenson SL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P1, DOI 10.1007/978-1-4614-2018-7
   Cillessen AHN, 2004, CHILD DEV, V75, P147, DOI 10.1111/j.1467-8624.2004.00660.x
   Cillessen AntoniusH., 2011, Popularity in the peer system
   COIE JD, 1982, DEV PSYCHOL, V18, P557, DOI 10.1037/0012-1649.18.4.557
   De Laet S, 2015, DEV PSYCHOL, V51, P1292, DOI 10.1037/a0039478
   De Laet S, 2014, CHILD DEV, V85, P1647, DOI 10.1111/cdev.12216
   Doumen S, 2009, INFANT CHILD DEV, V18, P502, DOI 10.1002/icd.635
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Enders C. K., 2010, APPL MISSING DATA AN, DOI DOI 10.1037/040-3590.18.4.373
   Farmer TW, 2003, DEV PSYCHOL, V39, P992, DOI 10.1037/0012-1649.39.6.992
   Field A., 2013, Sage, DOI DOI 10.1016/B978-012691360-6/50012-4
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Galván A, 2011, J APPL DEV PSYCHOL, V32, P346, DOI 10.1016/j.appdev.2011.08.005
   Gifford-Smith ME, 2003, J SCHOOL PSYCHOL, V41, P235, DOI 10.1016/S0022-4405(03)00048-7
   Gregory A, 2014, PSYCHOL SCHOOLS, V51, P143, DOI 10.1002/pits.21741
   Hamre BK, 2001, CHILD DEV, V72, P625, DOI 10.1111/1467-8624.00301
   Hughes JN, 2014, J SCHOOL PSYCHOL, V52, P309, DOI 10.1016/j.jsp.2013.12.004
   Hughes JN, 2001, J SCHOOL PSYCHOL, V39, P289, DOI 10.1016/S0022-4405(01)00074-7
   Institute for Research and Reform in Education I, 1998, MAN EL MIDDL SCH ASS
   Jiang XL, 2005, DEV REV, V25, P1, DOI 10.1016/j.dr.2004.08.008
   Johnson W, 2006, DEV PSYCHOL, V42, P514, DOI 10.1037/0012-1649.42.3.514
   JORESKOG KG, 1970, BIOMETRIKA, V57, P239, DOI 10.2307/2334833
   Juvonen J, 1995, CHILD DEV, V66, P1694, DOI 10.2307/1131904
   Kindermann TA, 2007, CHILD DEV, V78, P1186, DOI 10.1111/j.1467-8624.2007.01060.x
   Kindermann ThomasA., 2009, Handbook of Peer Interactions, Relationships, and Groups, P100
   LaFontana KM, 2010, SOC DEV, V19, P130, DOI 10.1111/j.1467-9507.2008.00522.x
   Lam SF, 2012, J SCHOOL PSYCHOL, V50, P77, DOI 10.1016/j.jsp.2011.07.004
   Li Y, 2012, PSYCHOL ASSESSMENT, V24, P54, DOI 10.1037/a0024481
   Li YB, 2011, DEV PSYCHOL, V47, P233, DOI 10.1037/a0021307
   Martin AJ, 2009, REV EDUC RES, V79, P327, DOI 10.3102/0034654308325583
   Mikami AY, 2011, SCHOOL PSYCHOL REV, V40, P367
   Muthen L. K., 1998, MPLUS USERS GUIDE
   Nurmi JE, 2015, INT J BEHAV DEV, V39, P445, DOI 10.1177/0165025415592514
   Nurmi JE, 2012, EDUC RES REV-NETH, V7, P177, DOI 10.1016/j.edurev.2012.03.001
   Perdue NH, 2009, PSYCHOL SCHOOLS, V46, P1084, DOI 10.1002/pits.20446
   Roorda DL, 2011, REV EDUC RES, V81, P493, DOI 10.3102/0034654311421793
   Rubin K.H., 2006, Handbook of child psychology: Vol. 3. Social, emotional, V6th, P571, DOI DOI 10.1002/9780470147658.CHPSY0310
   Rubin KH, 2015, Handb Child Psychol Dev Sci, V4, P175, DOI [10.1002/9781118963418.childpsy405, DOI 10.1002/9781118963418.CHILDPSY405, 10.1002/9781118963418, DOI 10.1002/9781118963418]
   Ryan AM, 2001, AM EDUC RES J, V38, P437, DOI 10.3102/00028312038002437
   Ryan R.M., 1994, J EARLY ADOLESCENCE, V14, P226, DOI [10.1177/027243169401400207, DOI 10.1177/027243169401400207]
   Schwartz D.A., 2011, Popularity in the peer system, P245
   Schwartz D, 2006, DEV PSYCHOL, V42, P1116, DOI 10.1037/0012-1649.42.6.1116
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   van den Berg YHM, 2015, J EARLY ADOLESCENCE, V35, P1108, DOI 10.1177/0272431614554704
   Verschueren K, 2012, ATTACH HUM DEV, V14, P205, DOI 10.1080/14616734.2012.672260
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   Wang MT, 2011, J SCHOOL PSYCHOL, V49, P465, DOI 10.1016/j.jsp.2011.04.001
   Wargo Aikins J., 2007, STABILITY CORRELATES
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Williams RL, 2000, BIOMETRICS, V56, P645, DOI 10.1111/j.0006-341X.2000.00645.x
NR 64
TC 99
Z9 162
U1 16
U2 136
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD JUN
PY 2016
VL 45
IS 6
SI SI
BP 1192
EP 1207
DI 10.1007/s10964-016-0414-5
PG 16
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA DL4RA
UT WOS:000375623700010
PM 26759132
OA Green Accepted
DA 2024-07-19
ER

PT J
AU Datu, JAD
   Valdez, JPM
   King, RB
AF Datu, Jesus Alfonso D.
   Valdez, Jana Patricia M.
   King, Ronnel B.
TI Perseverance Counts but Consistency Does Not! Validating the Short Grit
   Scale in a Collectivist Setting
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Academic engagement; Filipino students; Grit; Subjective well-being
ID SOCIAL GOALS; FACTORIAL INVARIANCE; FIT INDEXES; SELF; CULTURE;
   VALIDITY; STUDENTS; PASSION; SCHOOL
AB The present research aims to validate the Short Grit Scale (Duckworth et al. Journal of Personality Assessment 91:166-174, 2009) among a sample of university (n = 220) and high school students (n = 606) from a collectivist culture (i.e., the Philippines) using both within-network and between-network approaches to construct validation. Our results revealed interesting cross-cultural differences in grit. First, grit was comprised of two distinct dimensions rather than as a hierarchical construct. Only the perseverance of effort dimension loaded onto the higher-order grit factor. Second, perseverance of effort was more salient in predicting key psychological outcomes (i.e., academic engagement and subjective well-being) compared to consistency of interests. This suggests that in collectivist cultures, the perseverance of effort dimension of grit is more relevant compared to the consistency of interest. Theoretical and practical implications are discussed.
C1 [Datu, Jesus Alfonso D.] Univ Hong Kong, Fac Educ, Div Learning Dev & Divers, Pok Fu Lam, Hong Kong, Peoples R China.
   [Valdez, Jana Patricia M.] De La Salle Univ, Manila 1004, Philippines.
   [King, Ronnel B.] Hong Kong Inst Educ, Dept Curriculum & Instruct, Tai Po, Hong Kong, Peoples R China.
C3 University of Hong Kong; De La Salle University; Education University of
   Hong Kong (EdUHK)
RP Datu, JAD (corresponding author), Univ Hong Kong, Fac Educ, Div Learning Dev & Divers, Pok Fu Lam, Hong Kong, Peoples R China.
EM jess.datu@yahoo.com
RI King, Ronnel B/AGZ-0675-2022; Valdez, Jana Patricia
   Millonado/HRC-9854-2023
OI King, Ronnel B/0000-0003-1723-1748; Valdez, Jana Patricia
   Millonado/0000-0002-1237-2237; KING, Ronnel
   Bornasal/0000-0002-0648-8508; Datu, Jesus Alfonso/0000-0002-8790-1113
CR [Anonymous], 2002, INTELLIGENCE, DOI DOI 10.1016/S0160-2896(97)90014-3
   [Anonymous], 2012, STRUCTURAL EQUATION
   Bernardo A.B. I., 2004, WORLD ENGLISH, V23, P17, DOI [DOI 10.1111/J.1467-971X.2004.00332.X, DOI 10.1111/J.1467-971X.2004.00332.X/ABSTRACT, 10.1111/j.1467-971X.2004.00332.x/abstract]
   Cheung GW, 2002, STRUCT EQU MODELING, V9, P233, DOI 10.1207/S15328007SEM0902_5
   Choi I, 2002, PERS SOC PSYCHOL B, V28, P1508, DOI 10.1177/014616702237578
   Church AT, 2012, J RES PERS, V46, P556, DOI 10.1016/j.jrp.2012.06.003
   Datu JAD, 2015, CURR PSYCHOL, V34, P626, DOI 10.1007/s12144-014-9275-9
   Dimitrov DM, 2010, MEAS EVAL COUNS DEV, V43, P121, DOI 10.1177/0748175610373459
   Duckworth AL, 2007, J PERS SOC PSYCHOL, V92, P1087, DOI 10.1037/0022-3514.92.6.1087
   Duckworth AL, 2009, J POSIT PSYCHOL, V4, P540, DOI 10.1080/17439760903157232
   Duckworth AL, 2011, SOC PSYCHOL PERS SCI, V2, P174, DOI 10.1177/1948550610385872
   Duckworth AL, 2009, J PERS ASSESS, V91, P166, DOI 10.1080/00223890802634290
   Eskreis-Winkler L, 2014, FRONT PSYCHOL, V5, DOI 10.3389/fpsyg.2014.00036
   Finney SJ, 2006, QUANT METH EDUC BEHA, P269
   Ganotice FA, 2012, J PSYCHOEDUC ASSESS, V30, P298, DOI 10.1177/0734282911435459
   Heine SJ, 2001, J PERS, V69, P881, DOI 10.1111/1467-6494.696168
   Henrich J, 2010, NATURE, V466, P29, DOI 10.1038/466029a
   Hershberger SL, 1997, STRUCT EQU MODELING, V4, P253, DOI 10.1080/10705519709540075
   Hofstede G., 1980, CULTURAL CONSEQUENCE
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   King RB, 2013, EUR J PSYCHOL EDUC, V28, P1505, DOI 10.1007/s10212-013-0179-0
   King RB, 2012, J PSYCHOEDUC ASSESS, V30, P181, DOI 10.1177/0734282911412542
   King RB, 2012, EDUC PSYCHOL-UK, V32, P749, DOI 10.1080/01443410.2012.730479
   Kleiman EM, 2013, J RES PERS, V47, P539, DOI 10.1016/j.jrp.2013.04.007
   Kuncel NR, 2001, PSYCHOL BULL, V127, P162, DOI 10.1037/0033-2909.127.1.162
   Kwan VSY, 1997, J PERS SOC PSYCHOL, V73, P1038, DOI 10.1037/0022-3514.73.5.1038
   Mackinnon A, 1999, PERS INDIV DIFFER, V27, P405, DOI 10.1016/S0191-8869(98)00251-7
   MARKUS HR, 1991, PSYCHOL REV, V98, P224, DOI 10.1037/0033-295X.98.2.224
   Marsh H.W., 1997, The measurement of physical self-concept: A construct validation approach, P27
   MARSH HW, 1993, RES Q EXERCISE SPORT, V64, P256, DOI 10.1080/02701367.1993.10608810
   Peng KP, 1999, AM PSYCHOL, V54, P741, DOI 10.1037/0003-066X.54.9.741
   Reed J, 2013, J HEALTH PSYCHOL, V18, P612, DOI 10.1177/1359105312451866
   Skinner EA, 2009, EDUC PSYCHOL MEAS, V69, P493, DOI 10.1177/0013164408323233
   Suh EM, 2002, J PERS SOC PSYCHOL, V83, P1378, DOI 10.1037//0022-3514.83.6.1378
   Suh EM., 2011, Korean Journal of Social and Personality Psychology, V25, P96
   Suh EM, 2007, J PERS, V75, P1321, DOI 10.1111/j.1467-6494.2007.00477.x
   Von Culin KR, 2014, J POSIT PSYCHOL, V9, P306, DOI 10.1080/17439760.2014.898320
   Wong N, 2003, J CONSUM RES, V30, P72, DOI 10.1086/374697
   Zhou J, 2014, J DIVERS HIGH EDUC, V7, P177, DOI 10.1037/a0037196
NR 39
TC 169
Z9 203
U1 1
U2 86
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD MAR
PY 2016
VL 35
IS 1
BP 121
EP 130
DI 10.1007/s12144-015-9374-2
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA DG6YA
UT WOS:000372230800015
DA 2024-07-19
ER

PT J
AU Hospel, V
   Galand, B
AF Hospel, Virginie
   Galand, Benoit
TI Are both classroom autonomy support and structure equally important for
   students' engagement? A multilevel analysis
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE Classroom learning environment; Structure; Autonomy support; Engagement;
   Multilevel analyses
ID SELF-DETERMINATION-THEORY; ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT;
   MOTIVATION; TEACHER; CONTEXT; INSTRUCTION; ACHIEVEMENT; PERCEPTIONS;
   MANAGEMENT
AB The current study was carried out within the framework of self-determination theory and aimed to investigate specific, additive and combined effects of teachers' autonomy support and structure on students' engagement. Using multilevel analyses, main effects and interaction of autonomy support and structure provided at the classroom level were tested on behavioral, cognitive and emotional engagement. 744 ninth grade students from 51 classes completed a questionnaire about their engagement during language classes and their perceptions of the teacher's provision of autonomy support and structure. The results highlight the links between classroom context, especially structure, and the three components of engagement. Autonomy support has a complementary role as it was associated with emotional engagement. These results improve our understanding of the relationships between learning environment and engagement and provide more accurate indications to teachers and educators regarding the most effective ways to enhance students' engagement. (C) 2015 Elsevier Ltd. All rights reserved.
C1 [Hospel, Virginie; Galand, Benoit] Catholic Univ Louvain, Psychol Sci Res Inst IPSY, B-1348 Louvain La Neuve, Belgium.
   [Hospel, Virginie] Natl Fund Sci Res FRS FNRS Federat Wallonie Bruxe, Brussels, Belgium.
C3 Universite Catholique Louvain
RP Hospel, V (corresponding author), Catholic Univ Louvain, Psychol Sci Res Inst IPSY, Pl Cardinal Mercier,10 Bte L3-05-01, B-1348 Louvain La Neuve, Belgium.
EM virginie.hospel@uclouvain.be; benoit.galand@uclouvain.be
OI Galand, Benoit/0000-0003-3387-4305
FU National Fund for Scientific Research (F.R.S.-FNRS) of Federation
   Wallonie-Bruxelles
FX The authors wish to thank Noemie Baudoin, Arnaud Marechal, and Sandra
   Robinet for their help in the data collection, and the three anonymous
   reviewers for their helpful comments. This research was supported by a
   grant of the National Fund for Scientific Research (F.R.S.-FNRS) of the
   Federation Wallonie-Bruxelles awarded to the first author.
CR Archambault I, 2009, J ADOLESCENCE, V32, P651, DOI 10.1016/j.adolescence.2008.06.007
   Assor A, 2002, BRIT J EDUC PSYCHOL, V72, P261, DOI 10.1348/000709902158883
   Belmont M., 1988, APA PsycTests, DOI DOI 10.1037/T10488-000
   Cohen J., 1988, STAT POWER ANAL BEHA
   De Fraine B, 2003, BRIT EDUC RES J, V29, P841, DOI 10.1080/0141192032000137330
   Deci EL, 2008, CAN PSYCHOL, V49, P182, DOI 10.1037/a0012801
   Dumay X., 2007, CAHIERS RECHERCHE ED, V60
   Dupont S, 2014, ELECTRON J RES EDUC, V12, P5, DOI 10.14204/ejrep.32.13081
   Federation Wallonie-Bruxelles, 2014, IND ENS 2013
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Fredricks JA, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P763, DOI 10.1007/978-1-4614-2018-7_37
   Frenzel AC, 2007, LEARN INSTR, V17, P478, DOI 10.1016/j.learninstruc.2007.09.001
   Galand B, 2005, CAN J BEHAV SCI, V37, P138, DOI 10.1037/h0087251
   Galand B., 2006, Revue francaise de pedagogie, V155, P57, DOI [https://doi.org/10.4000/rfp.225, DOI 10.4000/RFP.225]
   Galand B, 2010, INT J ENG EDUC, V26, P523
   Hospel V., 2010, SUMM SCH PREC INT C
   Izard C.E., 1974, DIFFERENTIAL EMOTION
   Jang H, 2010, J EDUC PSYCHOL, V102, P588, DOI 10.1037/a0019682
   Kirschner PA, 2006, EDUC PSYCHOL-US, V41, P75, DOI 10.1207/s15326985ep4102_1
   Klahr D, 2004, PSYCHOL SCI, V15, P661, DOI 10.1111/j.0956-7976.2004.00737.x
   Kunter M, 2007, LEARN INSTR, V17, P494, DOI 10.1016/j.learninstruc.2007.09.002
   Kyriakides L, 2008, SCH EFF SCH IMPROV, V19, P183, DOI 10.1080/09243450802047873
   Ludtke O., 2006, Learning Environments Research, V9, P215, DOI [10.1007/s10984-006-9014-8, DOI 10.1007/S10984-006-9014-8]
   Lüdtke O, 2009, CONTEMP EDUC PSYCHOL, V34, P120, DOI 10.1016/j.cedpsych.2008.12.001
   Marsh HW, 2012, EDUC PSYCHOL-US, V47, P106, DOI 10.1080/00461520.2012.670488
   Nie YY, 2009, CONTEMP EDUC PSYCHOL, V34, P185, DOI 10.1016/j.cedpsych.2009.03.001
   Opdenakker MC, 2001, BRIT EDUC RES J, V27, P407, DOI 10.1080/01411920120071434
   Opdenakker MC, 2014, INTERPERSONAL RELATI, P183
   Pokorny SB, 2001, EVALUATION REV, V25, P567, DOI 10.1177/0193841X0102500504
   Reeve J, 2004, MOTIV EMOTION, V28, P147, DOI 10.1023/B:MOEM.0000032312.95499.6f
   Reeve J., 2002, HDB SELF DETERMINATI, P183
   Reeve J., 2006, HDB CLASSROOM MANAGE, P1346
   Reeve J, 2009, THEORY RES EDUC, V7, P145, DOI 10.1177/1477878509104319
   Reyes MR, 2012, J EDUC PSYCHOL, V104, P700, DOI 10.1037/a0027268
   Sheldon KM, 2006, J PERS SOC PSYCHOL, V91, P331, DOI 10.1037/0022-3514.91.2.331
   Shernoff DJ, 2013, ADV RESPONS ADOL DEV, P1, DOI 10.1007/978-1-4614-7089-2
   Sierens E, 2009, BRIT J EDUC PSYCHOL, V79, P57, DOI 10.1348/000709908X304398
   Skinner E. A., 2009, HDB MOTIVATION SCH, P686
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   SNIJDERS TAB, 1994, SOCIOL METHOD RES, V22, P342, DOI 10.1177/0049124194022003004
   Stroet K, 2013, EDUC RES REV-NETH, V9, P65, DOI 10.1016/j.edurev.2012.11.003
   Tucker CM, 2002, PSYCHOL SCHOOLS, V39, P477, DOI 10.1002/pits.10038
   Vansteenkiste M, 2004, J PERS SOC PSYCHOL, V87, P246, DOI 10.1037/0022-3514.87.2.246
   Vansteenkiste M, 2012, LEARN INSTR, V22, P431, DOI 10.1016/j.learninstruc.2012.04.002
   Vezeau C, 2010, REV SCI EDUC, V36, P445, DOI 10.7202/044485ar
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   West SG, 2014, HANDBOOK OF RESEARCH METHODS IN SOCIAL AND PERSONALITY PSYCHOLOGY, SECOND EDITION, P49
NR 48
TC 143
Z9 158
U1 13
U2 146
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
EI 1873-3263
J9 LEARN INSTR
JI Learn Instr.
PD FEB
PY 2016
VL 41
BP 1
EP 10
DI 10.1016/j.learninstruc.2015.09.001
PG 10
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA CY3WZ
UT WOS:000366341900001
DA 2024-07-19
ER

PT J
AU Wilson, D
   Jones, D
   Bocell, F
   Crawford, J
   Kim, MJ
   Veilleux, N
   Floyd-Smith, T
   Bates, R
   Plett, M
AF Wilson, Denise
   Jones, Diane
   Bocell, Fraser
   Crawford, Joy
   Kim, Mee Joo
   Veilleux, Nanette
   Floyd-Smith, Tamara
   Bates, Rebecca
   Plett, Melani
TI Belonging and Academic Engagement Among Undergraduate STEM Students: A
   Multi-institutional Study
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE STEM; Belonging; Engagement; Self-efficacy
ID PSYCHOLOGICAL SENSE; SELF-EFFICACY; COLLEGE CLASSROOM; INVOLVEMENT;
   PARTICIPATION; TRANSITION; MULTIYEAR; COMMUNITY; VALIDITY; OUTCOMES
AB This study examined the links between multiple levels of belonging and forms of behavioral and emotional engagement among STEM undergraduates in five geographically and culturally distinct institutions in the United States. Data were gathered from a survey specifically designed to capture the links between these key elements of the undergraduate experience. Results from over 1500 student participants in the survey clearly supported the importance of belonging for behavioral and emotional engagement in STEM courses when measured in the context of the classroom. The most consistent and significant links among models for the five participating institutions occurred between belonging at the class level and positive emotional engagement, while the least frequent and least consistent occurred between belonging to the university and all forms of engagement. Patterns of association to engagement were also similar for belonging and self-efficacy. The results of this study confirm the importance of belonging in the STEM classroom context and provide additional insights into the concurrent importance of self-efficacy in supporting student engagement. These results also demonstrate that belonging is a distinct attribute related to engagement and is not simply reducible to feelings of self-efficacy.
C1 [Wilson, Denise] Univ Washington, Dept Elect Engn, Seattle, WA 98195 USA.
   [Jones, Diane; Bocell, Fraser; Crawford, Joy; Kim, Mee Joo] Univ Washington, Coll Educ, Seattle, WA 98195 USA.
   [Veilleux, Nanette] Dept Math Stat & Comp Sci, Boston, MA 02115 USA.
   [Floyd-Smith, Tamara] Tuskegee Univ, Dept Chem Engn, Tuskegee, AL 36088 USA.
   [Bates, Rebecca] Minnesota State Univ, Dept Comp Sci, Mankato, MN 56001 USA.
   [Plett, Melani] Seattle Pacific Univ, Sch Engn, Seattle, WA 98119 USA.
C3 University of Washington; University of Washington Seattle; University
   of Washington; University of Washington Seattle; Tuskegee University;
   Minnesota State Colleges & Universities; Minnesota State University
   Mankato; Seattle Pacific University
RP Wilson, D (corresponding author), Univ Washington, Dept Elect Engn, Seattle, WA 98195 USA.
EM denisew@u.washington.edu
OI Kim, Mee Joo/0000-0002-2773-9011; Bocell, Fraser/0000-0002-2943-2662
FU National Science Foundation [DRL-0909817, 0910143, 0909659, 0909900,
   0909850]; Direct For Education and Human Resources; Division Of Research
   On Learning [0910143, 0909900] Funding Source: National Science
   Foundation; Division Of Research On Learning; Direct For Education and
   Human Resources [0909659, 0909850] Funding Source: National Science
   Foundation
FX The authors would like to gratefully acknowledge the National Science
   Foundation for their support of this work under the REESE program (Grant
   numbers DRL-0909817, 0910143, 0909659, 0909900, and 0909850). Any
   opinions, findings, and conclusions or recommendations expressed in this
   material are those of the author(s) and do not necessarily reflect the
   views of the National Science Foundation.
CR Anderson-Butcher D, 2002, EDUC PSYCHOL MEAS, V62, P857, DOI 10.1177/001316402236882
   [Anonymous], 2010, The Carnegie classification of institutions of higher education
   [Anonymous], 2005, COLL AFFECTS STUDENT
   [Anonymous], 2010, 2010 AM SOC ENG ED A
   ASTIN AW, 1984, J COLL STUDENT DEV, V25, P297
   Bandura A., 1997, SELF EFFICACY EXERCI
   BAUMEISTER RF, 1995, PSYCHOL BULL, V117, P497, DOI 10.1037/0033-2909.117.3.497
   BOLLEN KA, 1990, SOC FORCES, V69, P479, DOI 10.2307/2579670
   Brainard S. G., 1998, Journal of Engineering Education, V87, P369, DOI [DOI 10.1002/J.2168-9830.1998.TB00367.X, 10.1109/FIE.1997.644826, DOI 10.1002/J.21689830.1998.TB00367.X]
   Carini RM, 2006, RES HIGH EDUC, V47, P1, DOI 10.1007/s11162-005-8150-9
   Cheryan S, 2009, J PERS SOC PSYCHOL, V97, P1045, DOI 10.1037/a0016239
   Chief Information Officers Council, 2010, NET GEN GUID PREP CH
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   DeNeui D., 2003, COLL STUD J, V37, P224
   Fantz TD, 2011, J ENG EDUC, V100, P604, DOI 10.1002/j.2168-9830.2011.tb00028.x
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Freeman TM, 2007, J EXP EDUC, V75, P203, DOI 10.3200/JEXE.75.3.203-220
   Gasiewski JA, 2012, RES HIGH EDUC, V53, P229, DOI 10.1007/s11162-011-9247-y
   Gellin A, 2003, J COLL STUDENT DEV, V44, P746, DOI 10.1353/csd.2003.0066
   Getz M., 2010, OXFORD HDB SPORTS EC, V1
   Good C, 2012, J PERS SOC PSYCHOL, V102, P700, DOI 10.1037/a0026659
   GOODENOW C, 1993, PSYCHOL SCHOOLS, V30, P79, DOI 10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X
   Handelsman MM, 2005, J EDUC RES, V98, P184, DOI 10.3200/JOER.98.3.184-192
   Hausmann LRM, 2007, RES HIGH EDUC, V48, P803, DOI 10.1007/s11162-007-9052-9
   Hughes R., 2003, ASSESSMENT UPDATE, V15, P1
   Hurtado S, 2007, RES HIGH EDUC, V48, P841, DOI 10.1007/s11162-007-9051-x
   Johnson D.R., 2011, Journal of Women and Minorities in Science and Engineering, V17, P209, DOI [10.1615/JWomenMinorScienEng.2011002843, DOI 10.1615/JWOMENMINORSCIENENG.2011002843]
   Jordan KL, 2012, ASEE ANNU CONF EXPO
   Kinzie J., 2008, New Directions for Teaching and Learning, V115, P21, DOI [10.1002/tl.323, DOI 10.1002/TL.323]
   Kuh G.D., 2006, NATL POSTSECONDARY E
   Kuh GD, 2008, J HIGH EDUC-UK, V79, P540, DOI 10.1353/jhe.0.0019
   Laird T.E., 2008, New Directions for Teaching and Learning, V115, P85, DOI [10.1002/tl.327, DOI 10.1002/TL.327]
   Locks AM, 2008, REV HIGH EDUC, V31, P257
   Lounsbury J.W., 1995, COLL STUD J, V29, P270
   Lounsbury JW, 1996, J COMMUNITY PSYCHOL, V24, P381, DOI 10.1002/(SICI)1520-6629(199610)24:4<381::AID-JCOP7>3.0.CO;2-X
   Magolda M., 1993, What matters in college?: Four critical years revisited, V22, DOI 10.2307/1176821
   Magolda MBB., 1993, EDUC RES-UK, V22, P32, DOI DOI 10.2307/1176821
   Marra RM, 2012, J ENG EDUC, V101, P6, DOI 10.1002/j.2168-9830.2012.tb00039.x
   Marra RM, 2009, J ENG EDUC, V98, P27, DOI 10.1002/j.2168-9830.2009.tb01003.x
   Maslow A. H., 1968, PSYCHOL BEING
   MCCARTHY ME, 1990, J COLL STUDENT DEV, V31, P211
   Miserandino M, 1996, J EDUC PSYCHOL, V88, P203, DOI 10.1037/0022-0663.88.2.203
   Museus SD, 2011, REV HIGH EDUC, V34, P231
   O'Brien LT, 2011, CULT DIVERS ETHN MIN, V17, P406, DOI 10.1037/a0025436
   Ostrove JM, 2007, REV HIGH EDUC, V30, P363
   Pajares F, 1996, REV EDUC RES, V66, P543, DOI 10.3102/00346543066004543
   Pajares F., 2002, OVERVIEW SOCIAL COGN
   Pike GR, 2001, RES HIGH EDUC, V42, P429, DOI 10.1023/A:1011054825704
   PINTRICH PR, 1990, J EDUC PSYCHOL, V82, P33, DOI 10.1037/0022-0663.82.1.33
   PINTRICH PR, 1993, EDUC PSYCHOL MEAS, V53, P801, DOI 10.1177/0013164493053003024
   Ponton M.K., 2001, J ENG EDUC, V90, P247, DOI DOI 10.1002/J.2168-9830.2001.TB00599.X
   Rocca KA, 2010, COMMUN EDUC, V59, P185, DOI 10.1080/03634520903505936
   Sansone C, 2005, LEARN INSTR, V15, P507, DOI 10.1016/j.learninstruc.2005.07.015
   Stevens J.P., 2009, Applied multivariate statistics for the social sciences, V5th
   Tabachnik BG., 2012, Using Multivariate Statistics, V6th
   TINTO V, 1975, REV EDUC RES, V45, P89, DOI 10.3102/00346543045001089
   Walton GM, 2012, J PERS SOC PSYCHOL, V102, P513, DOI 10.1037/a0025731
   Walton GM, 2011, SCIENCE, V331, P1447, DOI 10.1126/science.1198364
   Wolf-Wendel L, 2009, J COLL STUDENT DEV, V50, P407, DOI 10.1353/csd.0.0077
   Zumbrunn S, 2014, INSTR SCI, V42, P661, DOI 10.1007/s11251-014-9310-0
NR 60
TC 137
Z9 216
U1 4
U2 87
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0361-0365
EI 1573-188X
J9 RES HIGH EDUC
JI Res. High. Educ.
PD NOV
PY 2015
VL 56
IS 7
BP 750
EP 776
DI 10.1007/s11162-015-9367-x
PG 27
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CU1CE
UT WOS:000363256000005
DA 2024-07-19
ER

PT J
AU Dogan, U
AF Dogan, Ugur
TI Student Engagement, Academic Self-efficacy, and Academic Motivation as
   Predictors of Academic Performance
SO ANTHROPOLOGIST
LA English
DT Article
DE Academic Performance; Student Engagement; Academic Self-efficacy;
   Academic Motivation
ID REGULATED LEARNING-STRATEGIES; HIGH-SCHOOL; ADOLESCENTS PERCEPTIONS;
   EMOTIONAL INTELLIGENCE; ACHIEVEMENT; BELIEFS; ENVIRONMENT; OUTCOMES;
   GOALS; PARTICIPATION
AB The research described in this paper aimed to evaluate the extent to which academic performance is affected by student engagement (students' involvement in school activities and commitment to the school's mission and rules), academic self-efficacy (the students' sense of their own capabilities), and academic motivation (the students' desire to increase their academic performance). The results of the study, which was conducted with the participation of 578 middle and high school students, suggest that cognitive engagement, one of the sub-dimensions of school engagement, predicts academic performance; however, emotional and behavioral engagement does not predict academic performance. A sense of academic self-efficacy and academic motivation, however, do predict academic performance. Moreover, the sense of self-capability and related motivations of students, as well as the sense of the purpose for their learning are significant variables affecting their academic success.
C1 Mugla Sitki Kocman Univ, Fac Educ, Dept Guidance & Psychol Counselling, Mugla, Turkey.
C3 Mugla Sitki Kocman University
RP Dogan, U (corresponding author), Mugla Sitki Kocman Univ, Fac Educ, Dept Guidance & Psychol Counselling, Mugla, Turkey.
EM ugurdogan@mu.edu.tr
RI DOĞAN, Uğur/ABA-6905-2022
OI DOĞAN, Uğur/0000-0001-7603-6470
CR Adeyemo DA, 2007, PSYCHOL DEV SOC, V19, P199, DOI 10.1177/097133360701900204
   Amrai K, 2011, PROCD SOC BEHV, V15, P399, DOI 10.1016/j.sbspro.2011.03.111
   [Anonymous], 2012, STUDENT ENGAGEMENT M
   [Anonymous], 2005, COLL AFFECTS STUDENT
   [Anonymous], THESIS INDIANA U PEN
   [Anonymous], THESIS WALDEN U US
   [Anonymous], THESIS U CALIFORNIA
   [Anonymous], THESIS SE LOUISIANA
   [Anonymous], CLASSROOM WHY SCH RE
   [Anonymous], THESIS JOHNSON WALES
   [Anonymous], 2006, SELF
   [Anonymous], 1993, School engagement and students at risk
   Bakhtiarvand F, 2011, PROCD SOC BEHV, V28, DOI 10.1016/j.sbspro.2011.11.093
   BANDURA A, 1977, PSYCHOL REV, V84, P191, DOI 10.1037/0033-295X.84.2.191
   Bozanoglu I., 2004, Ankara University, Journal of Faculty of Educational Sciences, V37, P83
   BROWN SD, 1989, J VOCAT BEHAV, V35, P64, DOI 10.1016/0001-8791(89)90048-1
   Carroll A, 2009, J ADOLESCENCE, V32, P797, DOI 10.1016/j.adolescence.2008.10.009
   Celikkaleli O., 2006, EGIT ARAST, V25, P62
   Chemers MM, 2001, J EDUC PSYCHOL, V93, P55, DOI 10.1037//0022-0663.93.1.55
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   Croninger RG, 2001, TEACH COLL REC, V103, P548, DOI 10.1111/0161-4681.00127
   Dogan U., 2014, Bartin University Journal of Faculty of Education, V3, P309
   Domyei Zoltan., 2000, British Journal of Education Psychology, V70, P519
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Feldman DB, 2015, LEARN INDIVID DIFFER, V37, P210, DOI 10.1016/j.lindif.2014.11.022
   Field A, 2018, Discovering Statistics Using IBM SPSS Statistics, Vfifth
   Frey A, 2009, CHILD PSYCHIAT HUM D, V40, P1, DOI 10.1007/s10578-008-0105-x
   Galla BM, 2014, J SCHOOL PSYCHOL, V52, P295, DOI 10.1016/j.jsp.2014.04.001
   Goodenow C., 1993, The Journal of Early Adolescence, V13, P21, DOI [DOI 10.1177/0272431693013001002, 10.1177/0272431693013001002, https://doi.org/10.1177/0272431693013001002]
   Gore PA, 2006, J CAREER ASSESSMENT, V14, P92, DOI 10.1177/1069072705281367
   Guay F, 2010, LEARN INDIVID DIFFER, V20, P644, DOI 10.1016/j.lindif.2010.08.001
   Hampton NZ, 2003, J SCHOOL PSYCHOL, V41, P101, DOI 10.1016/S0022-4405(03)00028-1
   Lee NC, 2012, TRENDS NEUROSCI EDUC, V1, P43, DOI 10.1016/j.tine.2012.07.001
   Lee VE, 1997, SOCIOL EDUC, V70, P128, DOI 10.2307/2673160
   LENT RW, 1986, J COUNS PSYCHOL, V33, P265, DOI 10.1037/0022-0167.33.3.265
   Liem AD, 2008, CONTEMP EDUC PSYCHOL, V33, P486, DOI 10.1016/j.cedpsych.2007.08.001
   Majer JM, 2009, J DIVERS HIGH EDUC, V2, P243, DOI 10.1037/a0017852
   McIlroy D, 2015, LEARN INDIVID DIFFER, V38, P1, DOI 10.1016/j.lindif.2015.01.004
   MONE MA, 1995, EDUC PSYCHOL MEAS, V55, P716, DOI 10.1177/0013164495055005002
   Motlagh SE, 2011, PROCD SOC BEHV, V15, P765, DOI 10.1016/j.sbspro.2011.03.180
   MOUNTS NS, 1995, DEV PSYCHOL, V31, P915, DOI 10.1037/0012-1649.31.6.915
   MULTON KD, 1991, J COUNS PSYCHOL, V38, P30, DOI 10.1037/0022-0167.38.1.30
   Muris P, 2001, J PSYCHOPATHOL BEHAV, V23, P145, DOI 10.1023/A:1010961119608
   Önder I, 2014, LEARN INDIVID DIFFER, V32, P184, DOI 10.1016/j.lindif.2014.02.003
   Pajares F, 1996, PSYCHOL SCHOOLS, V33, P163, DOI 10.1002/(SICI)1520-6807(199604)33:2<163::AID-PITS10>3.0.CO;2-C
   Patrick H, 2007, J EDUC PSYCHOL, V99, P83, DOI 10.1037/0022-0663.99.1.83
   Skinner EA, 2009, EDUC PSYCHOL MEAS, V69, P493, DOI 10.1177/0013164408323233
   Soufi S, 2014, PROCD SOC BEHV, V114, P26, DOI 10.1016/j.sbspro.2013.12.651
   Thijs J, 2008, J EDUC PSYCHOL, V100, P754, DOI 10.1037/a0013155
   Tinto Vincent, 1993, LEAVING COLL RETHINK, V2nd
   Tucker CM, 2002, PSYCHOL SCHOOLS, V39, P477, DOI 10.1002/pits.10038
   Turner JC, 2002, J EDUC PSYCHOL, V94, P88, DOI 10.1037//0022-0663.94.1.88
   VOELKL KE, 1995, J EXP EDUC, V63, P127, DOI 10.1080/00220973.1995.9943817
   Walker CO, 2009, J EDUC RES, V102, P463, DOI 10.3200/JOER.102.6.463-472
   Wang CW, 2015, ROEPER REV, V37, P63, DOI 10.1080/02783193.2015.1008660
   Wang MT, 2015, LEARN INSTR, V36, P57, DOI 10.1016/j.learninstruc.2014.11.004
   Wang MT, 2010, AM EDUC RES J, V47, P633, DOI 10.3102/0002831209361209
   Wentzel KR, 2003, THEOR PRACT, V42, P319, DOI 10.1207/s15430421tip4204_9
   WOOD RE, 1987, EDUC PSYCHOL MEAS, V47, P1013, DOI 10.1177/0013164487474017
   Wormington SV, 2012, LEARN INDIVID DIFFER, V22, P429, DOI 10.1016/j.lindif.2012.03.004
   Yazici H, 2011, PROCD SOC BEHV, V15, P2319, DOI 10.1016/j.sbspro.2011.04.100
   Yusuf M, 2011, PROCD SOC BEHV, V15, P2623, DOI 10.1016/j.sbspro.2011.04.158
   ZIMMERMAN BJ, 1994, AM EDUC RES J, V31, P845, DOI 10.3102/00028312031004845
   ZIMMERMAN BJ, 1992, AM EDUC RES J, V29, P663, DOI 10.3102/00028312029003663
NR 64
TC 102
Z9 132
U1 33
U2 287
PU KAMLA-RAJ ENTERPRISES
PI GURUGRAM
PA C210, NIRVANA COURTYARD SOUTH CITY 2, GURUGRAM, HARYANA 122 018, INDIA
SN 0972-0073
J9 ANTHROPOLOGIST
JI Anthropologist
PD JUN
PY 2015
VL 20
IS 3
BP 553
EP 561
DI 10.1080/09720073.2015.11891759
PG 9
WC Anthropology; Multidisciplinary Sciences; Social Sciences,
   Interdisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Anthropology; Science & Technology - Other Topics; Social Sciences -
   Other Topics
GA CO6PJ
UT WOS:000359278300021
DA 2024-07-19
ER

PT J
AU Kalar, B
   Antoncic, B
AF Kalar, Barbara
   Antoncic, Bostjan
TI The entrepreneurial university, academic activities and technology and
   knowledge transfer in four European countries
SO TECHNOVATION
LA English
DT Article
DE Entrepreneurial university; Technology and knowledge transfer;
   Entrepreneurially oriented university department; Entrepreneurial
   academic activities; Traditional academic activities; Cross-cultural
   study
ID TESTING MEASUREMENT INVARIANCE; INDUSTRY KNOWLEDGE; WORK-ENVIRONMENT;
   COMMERCIALIZATION; SCIENTISTS; ORIENTATION; PERFORMANCE; INVENTION;
   SCIENCE; IMPACT
AB This paper aims to provide an insight into academics' perceptions of an entrepreneurial university. In spite of all the initiatives, environmental changes and desire to create entrepreneurial universities, there is limited research on how the entrepreneurial orientation within a university may influence academics' engagement in different activities. Based on analyzing academics' survey responses at four European universities (University of Amsterdam, University of Antwerp, University of Ljubljana and the University of Oxford), our findings indicate that more academics in the natural sciences perceive their university department as being highly entrepreneurially oriented than their counterparts in the social sciences. The results also reveal that perceiving a university department as having a high or low entrepreneurial orientation may have a significant effect on whether an academic would engage in some activities that are more entrepreneurial in nature, but a negligible effect on whether an academic would engage in more traditional activities. Further, academics perceiving their university department as being highly entrepreneurially oriented are less likely to believe that engagement in technology and knowledge transfer can be harmful to academic science. At the end, the implications, limitations and future research areas are discussed. (C) 2014 Elsevier Ltd. All rights reserved.
C1 [Kalar, Barbara; Antoncic, Bostjan] Univ Ljubljana, Fac Econ, Ljubljana, Slovenia.
C3 University of Ljubljana
RP Antoncic, B (corresponding author), Univ Ljubljana, Fac Econ, Ljubljana, Slovenia.
EM barbara.kalar@gmail.com; b.antoncic@gmail.com
RI Kalar, Barbara/JGL-9139-2023; Antoncic, Bostjan/H-4223-2011
OI Antoncic, Bostjan/0000-0003-1030-6567
CR Abreu M, 2013, RES POLICY, V42, P408, DOI 10.1016/j.respol.2012.10.005
   Agrawal A, 2001, INT J MANAG REV, V3, P285, DOI 10.1111/1468-2370.00069
   Amabile TM, 1996, ACAD MANAGE J, V39, P1154, DOI 10.5465/256995
   [Anonymous], 2011, SUCCESS FACTORS DEV
   [Anonymous], 2008, Designing effective web surveys
   Antoncic B, 2001, J BUS VENTURING, V16, P495, DOI 10.1016/S0883-9026(99)00054-3
   Antoncic B., 2002, EC BUS REV, V4, P25
   Arvanitis S., 2008, RES POLICY, V37, P1865, DOI DOI 10.1016/J.RESPOL.2008.07.005
   ARWU, 2014, AC RANK WORLD U 2012
   Audretsch D. B., 2012, J TECHNOL TRANSFER, P1
   Bekkers R, 2008, RES POLICY, V37, P1837, DOI 10.1016/j.respol.2008.07.007
   Bentler P.M., 2006, EQS 6 1 WINDOWS
   BRISLIN RW, 1976, INT J PSYCHOL, V11, P215, DOI 10.1080/00207597608247359
   BYRNE BM, 1989, PSYCHOL BULL, V105, P456, DOI 10.1037/0033-2909.105.3.456
   Caldera A, 2010, RES POLICY, V39, P1160, DOI 10.1016/j.respol.2010.05.016
   Chen FF, 2005, STRUCT EQU MODELING, V12, P471, DOI 10.1080/10705510701301834
   Clark B.R., 2001, HIGHER EDUC MANAGE, V13, P9
   Cohen WM, 2002, MANAGE SCI, V48, P1, DOI 10.1287/mnsc.48.1.1.14273
   CRONBACH LJ, 1951, PSYCHOMETRIKA, V16, P297, DOI [10.1007/BF02310555, DOI 10.1007/BF02310555]
   D'Este P, 2007, RES POLICY, V36, P1295, DOI 10.1016/j.respol.2007.05.002
   Davies J.L., 2001, Higher Education Management, V12, P25
   Di Gregorio D, 2003, RES POLICY, V32, P209, DOI 10.1016/S0048-7333(02)00097-5
   Dillman D.A., 2007, MAIL INTERNET SURVEY
   Etzkowitz H, 2003, RES POLICY, V32, P109, DOI 10.1016/S0048-7333(02)00009-4
   EU-2008/416/EC, 2008, COMM REC MAN INT PRO, VC, P1329
   European Commission, 2007, KNOWL TRANSF RES I I
   European Commission, 2003, 3 EUR COMM
   Field A., 2013, DISCOVERING STAT USI
   Gascoigne T., 2005, CHASS OCCASIONAL PAP, V1
   Geuna A, 2009, MINERVA, V47, P93, DOI 10.1007/s11024-009-9118-2
   Grimaldi R, 2011, RES POLICY, V40, P1045, DOI 10.1016/j.respol.2011.04.005
   Guerrero M., 2014, Journal of Technology Transfer, V39, P415
   Hair JF, 2010, Multivariate data analysis
   Hunter EM, 2011, RES POLICY, V40, P1226, DOI 10.1016/j.respol.2011.05.024
   Jain S., 2009, RES POLICY, V38, P922, DOI DOI 10.1016/J.RESP0L.2009.02.007
   JAMES LA, 1989, J APPL PSYCHOL, V74, P739, DOI 10.1037/0021-9010.74.5.739
   Kirby DA, 2011, CAN J ADM SCI, V28, P302, DOI 10.1002/CJAS.220
   Krabel S, 2009, RES POLICY, V38, P947, DOI 10.1016/j.respol.2009.02.005
   Lam A, 2010, SOC STUD SCI, V40, P307, DOI 10.1177/0306312709349963
   Landry R., 2010, Research Policy, V39, P1387, DOI [DOI 10.1016/J.RESPOL.2010.08.003, DOI 10.1016/J.RESP0L.2010.08.003]
   Lee YS, 1996, RES POLICY, V25, P843, DOI 10.1016/0048-7333(95)00857-8
   Lockett A, 2003, SMALL BUS ECON, V20, P185, DOI 10.1023/A:1022220216972
   Martinelli A, 2008, J TECHNOL TRANSFER, V33, P259, DOI 10.1007/s10961-007-9031-5
   Milfont TL, 2010, INT J PSYCHOL RES, V3, P111
   Nelles J, 2011, CAN J ADM SCI, V28, P341, DOI 10.1002/CJAS.186
   O'Shea RP, 2005, RES POLICY, V34, P994, DOI 10.1016/j.respol.2005.05.011
   Perkmann M, 2008, RES POLICY, V37, P1884, DOI 10.1016/j.respol.2008.07.009
   Petruzzelli AM, 2011, TECHNOVATION, V31, P309, DOI 10.1016/j.technovation.2011.01.008
   Philpott K, 2011, TECHNOVATION, V31, P161, DOI 10.1016/j.technovation.2010.12.003
   Ponomariov B, 2008, J TECHNOL TRANSFER, V33, P301, DOI 10.1007/s10961-007-9029-z
   Prodan I., 2007, THESIS U LJUBLJANA L
   Prodan I, 2010, TECHNOVATION, V30, P332, DOI 10.1016/j.technovation.2010.02.002
   Rasmussen E, 2006, TECHNOVATION, V26, P518, DOI 10.1016/j.technovation.2004.11.005
   Rasmussen E, 2008, TECHNOVATION, V28, P506, DOI 10.1016/j.technovation.2007.12.002
   Rothaermel FT, 2007, IND CORP CHANGE, V16, P691, DOI 10.1093/icc/dtm023
   Santoro MD, 2006, IEEE T ENG MANAGE, V53, P495, DOI 10.1109/TEM.2006.883707
   Schartinger Doris., 2001, J TECHNOL TRANSFER, V26, P255, DOI [DOI 10.1023/A:1011110207885, 10.1023/A, 10.1023/A:1011110207885]
   SEKARAN U, 1983, J INT BUS STUD, V14, P61, DOI 10.1057/palgrave.jibs.8490519
   Shane S, 2004, NEW HORIZ ENTREP, P1
   Shook CL, 2004, STRATEGIC MANAGE J, V25, P397, DOI 10.1002/smj.385
   Siegel DS, 2004, J ENG TECHNOL MANAGE, V21, P115, DOI 10.1016/j.jengtecman.2003.12.006
   SINGH J, 1995, J INT BUS STUD, V26, P597, DOI 10.1057/palgrave.jibs.8490188
   Tijssen RJW, 2006, RES POLICY, V35, P1569, DOI 10.1016/j.respol.2006.09.025
   Todorovic ZW, 2011, TECHNOVATION, V31, P128, DOI 10.1016/j.technovation.2010.10.009
   University of Amsterdam, 2013, MISS ID
   University of Antwerp, 2013, U ANTW GLANC
   University of Oxford, 2013, INTR OXF
   University of Oxford, 2014, STAFF FIG
   Vandenberg RJ, 2000, ORGAN RES METHODS, V3, P4, DOI 10.1177/109442810031002
   Wright M., 2012, J TECHNOLOGY TRANSFE, P1
NR 70
TC 120
Z9 141
U1 3
U2 173
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0166-4972
EI 1879-2383
J9 TECHNOVATION
JI Technovation
PD FEB-MAR
PY 2015
VL 36-37
BP 1
EP 11
DI 10.1016/j.technovation.2014.11.002
PG 11
WC Engineering, Industrial; Management; Operations Research & Management
   Science
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Engineering; Business & Economics; Operations Research & Management
   Science
GA CA2OM
UT WOS:000348747500001
DA 2024-07-19
ER

PT J
AU Rimm-Kaufman, SE
   Baroody, AE
   Larsen, RAA
   Curby, TW
   Abry, T
AF Rimm-Kaufman, Sara E.
   Baroody, Alison E.
   Larsen, Ross A. A.
   Curby, Timothy W.
   Abry, Tashia
TI To What Extent Do Teacher-Student Interaction Quality and Student Gender
   Contribute to Fifth Graders' Engagement in Mathematics Learning?
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE engagement; teacher-student interactions; mathematics; classrooms; fifth
   grade
ID CLASSROOM EMOTIONAL CLIMATE; ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT;
   BEHAVIORAL ENGAGEMENT; ELEMENTARY-SCHOOL; SELF-REGULATION; ACHIEVEMENT;
   KINDERGARTEN; RATINGS; MIDDLE
AB This study examines concurrent teacher-student interaction quality and 5th graders' (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher-student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on students' engagement, and students completed questionnaires. Engagement data were conducted 3 times per year concurrent with measures of teacher-student interaction quality. Results showed small but statistically significant associations among the 3 methods. Results of multilevel models showed only 1 significant finding linking quality of teacher-student interactions to observed or teacher-reported behavioral engagement; higher classroom organization related to higher levels of observed behavioral engagement. However, the multilevel models produced a rich set of findings for student-reported engagement. Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement. Students in classrooms higher in classroom organization reported more cognitive, emotional, and social engagement. Interaction effects (Gender X Teacher-student interaction quality) were present for student-reported engagement outcomes but not in observed or teacher-reported engagement. Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement. In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement. The discussion explores implications of varied approaches to measuring engagement, interprets teacher-student interaction quality and gender findings, and considers the usefulness of student report in understanding students' math experiences.
C1 [Rimm-Kaufman, Sara E.] Univ Virginia, Curry Sch Educ, Charlottesville, VA 22904 USA.
   [Rimm-Kaufman, Sara E.] Univ Virginia, Ctr Adv Study Teaching & Learning, Charlottesville, VA 22904 USA.
   [Baroody, Alison E.] San Francisco State Univ, Dept Child & Adolescent Dev, San Francisco, CA USA.
   [Larsen, Ross A. A.] Virginia Commonwealth Univ, Dept Fdn Educ, Richmond, VA 23284 USA.
   [Curby, Timothy W.] George Mason Univ, Dept Appl Dev Psychol, Fairfax, VA 22030 USA.
   [Abry, Tashia] Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, Tempe, AZ 85287 USA.
C3 University of Virginia; University of Virginia; California State
   University System; San Francisco State University; Virginia Commonwealth
   University; George Mason University; Arizona State University; Arizona
   State University-Tempe
RP Rimm-Kaufman, SE (corresponding author), Univ Virginia, Curry Sch Educ, Ruffner Hall,Emmet St South, Charlottesville, VA 22904 USA.
EM serk@virginia.edu
OI Curby, Timothy/0000-0001-8289-1748; Rimm-Kaufman,
   Sara/0000-0002-1354-8249
CR [Anonymous], 2001, ADDING IT HELPING CH
   [Anonymous], 2005, How students learn: history, mathematics, and science in the classroom
   [Anonymous], 2000, CURR EV STAND SCH MA
   Avant TS, 2011, DEV PSYCHOL, V47, P1711, DOI 10.1037/a0024021
   Belsky J, 2005, ELEM SCHOOL J, V105, P305
   Bodovski K, 2007, ELEM SCHOOL J, V108, P115, DOI 10.1086/525550
   Bohn CM, 2004, ELEM SCHOOL J, V104, P269, DOI 10.1086/499753
   Borman GD, 2004, ELEM SCHOOL J, V104, P177, DOI 10.1086/499748
   Bronson MB, 2000, SELF-REGULATION IN EARLY CHILDHOOD, P1
   Brophy J., 1986, HDB RES TEACHING, V3rd
   Brophy J.E., 1983, The Elementary School Journal, V83, P264, DOI DOI 10.1086/461318
   Cameron CE, 2005, J SCHOOL PSYCHOL, V43, P61, DOI 10.1016/j.jsp.2004.12.002
   Christenson SL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P813, DOI 10.1007/978-1-4614-2018-7
   Common Core State Standards Initiative, 2014, MATH STAND
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   Crosnoe R, 2010, J EDUC PSYCHOL, V102, P407, DOI 10.1037/a0017762
   Curby TW, 2013, J SCHOOL PSYCHOL, V51, P557, DOI 10.1016/j.jsp.2013.06.001
   Decker DM, 2007, J SCHOOL PSYCHOL, V45, P83, DOI 10.1016/j.jsp.2006.09.004
   Dotterer AM, 2011, J YOUTH ADOLESCENCE, V40, P1649, DOI 10.1007/s10964-011-9647-5
   Downer JT, 2007, SCHOOL PSYCHOL REV, V36, P413
   Eccles J., 2004, Handbook of adolescent psychology, DOI DOI 10.1002/9780470479193.ADLPSY001013
   Evans GW, 2008, EARLY CHILD RES Q, V23, P504, DOI 10.1016/j.ecresq.2008.07.002
   Evans GW, 2002, CHILD DEV, V73, P1238, DOI 10.1111/1467-8624.00469
   FINN JD, 1995, ELEM SCHOOL J, V95, P421, DOI 10.1086/461853
   Finn JD, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P97, DOI 10.1007/978-1-4614-2018-7_5
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Fuson K.C., 2005, STUDENTS LEARN HIST, P217
   Gest SD, 2005, J EDUC PSYCHOL, V97, P337, DOI 10.1037/0022-0663.97.3.337
   Greenwood CR, 2002, SCHOOL PSYCHOL REV, V31, P328
   Gresham FM, 2010, PSYCHOL ASSESSMENT, V22, P157, DOI 10.1037/a0018124
   Heibert J., 2007, Second Handbook of Research on Mathematics Teaching and Learning, P371
   Henningsen M, 1997, J RES MATH EDUC, V28, P524, DOI 10.2307/749690
   Hughes J, 2007, J EDUC PSYCHOL, V99, P39, DOI 10.1037/0022-0663.99.1.39
   Hughes JN, 2011, J APPL DEV PSYCHOL, V32, P278, DOI 10.1016/j.appdev.2010.03.005
   Kindermann TA, 2007, CHILD DEV, V78, P1186, DOI 10.1111/j.1467-8624.2007.01060.x
   Kline R.B., 2016, Principles and Practice of Structural Equation Modeling, VFourth
   Kong Q., 2003, Mathematics Education Research Journal, V15, P4, DOI [10.1007/BF03217366, DOI 10.1007/BF03217366]
   Konold TR, 2007, J PSYCHOEDUC ASSESS, V25, P222, DOI 10.1177/0734282906297784
   Ladd GW, 1999, CHILD DEV, V70, P1373, DOI 10.1111/1467-8624.00101
   Linnenbrink E.A., 2003, READING WRITING Q, V19, P119, DOI [10.1080/10573560308223, DOI 10.1080/10573560308223]
   Little RJ, 1987, STAT ANAL MISSING DA
   Luckner AE, 2011, J APPL DEV PSYCHOL, V32, P257, DOI 10.1016/j.appdev.2011.02.010
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   Martin AJ, 2012, J EDUC PSYCHOL, V104, P1, DOI 10.1037/a0025988
   Mashburn AJ, 2006, J PSYCHOEDUC ASSESS, V24, P367, DOI 10.1177/0734282906290594
   Matsumura LC, 2008, ELEM SCHOOL J, V108, P293, DOI 10.1086/528973
   McLEOD D.B., 1992, HDB RES MATH TEACHIN, DOI [10.1177/002205741619600202, DOI 10.1177/002205741619600202]
   Meece J, 2009, MEASURE STUDEN UNPUB
   Midgley C., 2000, MANUAL PATTERNS ADAP
   Muthen L. K., 2012, Mplus user's guide (1998-2012), VSeventh
   Patrick H, 2007, J EDUC PSYCHOL, V99, P83, DOI 10.1037/0022-0663.99.1.83
   Pianta RCL., 2008, Classroom Assessment Scoring SystemTM: Manual K-3
   Pianta RC, 2009, EDUC RESEARCHER, V38, P109, DOI 10.3102/0013189X09332374
   Ponitz CC, 2009, ELEM SCHOOL J, V110, P142, DOI 10.1086/605470
   Ponitz CC, 2009, SCHOOL PSYCHOL REV, V38, P102
   Raphael LM, 2008, ELEM SCHOOL J, V109, P61, DOI 10.1086/592367
   Renk K, 2004, CLIN PSYCHOL REV, V24, P239, DOI 10.1016/j.cpr.2004.01.004
   Reschly AL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P3, DOI 10.1007/978-1-4614-2018-7_1
   Reyes MR, 2012, J EDUC PSYCHOL, V104, P700, DOI 10.1037/a0027268
   Rimm-Kaufman SE, 2010, TEACH COLL REC, V112, P2988
   Rimm-Kaufman SE, 2009, DEV PSYCHOL, V45, P958, DOI 10.1037/a0015861
   Rimm-Kaufman SE, 2002, J APPL DEV PSYCHOL, V23, P451, DOI 10.1016/S0193-3973(02)00128-4
   Robinson JP, 2011, AM EDUC RES J, V48, P268, DOI 10.3102/0002831210372249
   Roorda DL, 2011, REV EDUC RES, V81, P493, DOI 10.3102/0034654311421793
   Rowley S. J., 2009, ENGAGEMENT SEL UNPUB
   Rudasill KM, 2010, J SCHOOL PSYCHOL, V48, P113, DOI 10.1016/j.jsp.2009.11.002
   Schunk D.H., 2005, Handbook of competence and motivation, P85
   Skinner E.A., 2009, Handbook of motivation at school, P223, DOI DOI 10.1037/0003-066X.55.1.68
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   Stronge JH, 2011, J TEACH EDUC, V62, P339, DOI 10.1177/0022487111404241
   Tucker CM, 2002, PSYCHOL SCHOOLS, V39, P477, DOI 10.1002/pits.10038
   Valiente C, 2008, J EDUC PSYCHOL, V100, P67, DOI 10.1037/0022-0663.100.1.67
   Virginia Department of Education, 2010, VIRG STAND LEARN ASS
   Virginia Department of Education, 2008, VIRG STAND LEARN TEC
   VOELKL KE, 1995, J EXP EDUC, V63, P127, DOI 10.1080/00220973.1995.9943817
   Wang MT, 2011, J SCHOOL PSYCHOL, V49, P465, DOI 10.1016/j.jsp.2011.04.001
   Woodward J., 2012, Improving mathematical problem solving in grades 4 through 8: A practice guide (NCEE 2012-4055)
   Wu JY, 2010, J SCHOOL PSYCHOL, V48, P357, DOI 10.1016/j.jsp.2010.06.004
NR 80
TC 111
Z9 203
U1 16
U2 148
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD FEB
PY 2015
VL 107
IS 1
BP 170
EP 185
DI 10.1037/a0037252
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA CB4YD
UT WOS:000349633500013
DA 2024-07-19
ER

PT J
AU Cadima, J
   Doumen, S
   Verschueren, K
   Buyse, E
AF Cadima, Joana
   Doumen, Sarah
   Verschueren, Karine
   Buyse, Evelien
TI Child engagement in the transition to school: Contributions of
   self-regulation, teacher-child relationships and classroom climate
SO EARLY CHILDHOOD RESEARCH QUARTERLY
LA English
DT Article
DE Engagement in learning; School transition; Self-regulation;
   Teacher-child relationship; Classroom organization
ID EFFORTFUL CONTROL; ACADEMIC ENGAGEMENT; STUDENT-TEACHER; INTERACTIONS
   ASSOCIATIONS; ACHIEVEMENT TRAJECTORIES; MEASUREMENT INVARIANCE;
   BEHAVIORAL ENGAGEMENT; 1ST-GRADE CLASSROOM; AGGRESSIVE-BEHAVIOR;
   ADJUSTMENT PROBLEMS
AB Framed by a systemic-ecological model of engagement, this study examined cross-grade patterns of behavioral engagement in learning over kindergarten and first grade and the contributions of child inhibitory control and facets of the classroom context (i.e., teacher-child relationship quality, perceived peer-teacher conflict, and classroom organization) to behavioral engagement over this period. Participants were 145 children. Behavioral engagement was rated by teachers in kindergarten, and it was both observed by independent observers and rated by teachers in first grade. At the beginning of kindergarten, inhibitory control was observed and kindergarten teachers reported on teacher-child relationship quality. In first grade, observers rated the quality of classroom organization. Multilevel analyses indicated that inhibitory control, closer teacher-child relationships and lower levels of perceived peer-teacher conflict contributed to higher levels of behavioral engagement in kindergarten, which in turn combined with the quality of classroom organization in first grade to predict both observed and teacher-reported engagement in first grade. The results suggest that multiple contributors at the individual, dyadic, and classroom-level are relevant for behavioral engagement over the important period of transition to school. (C) 2015 Elsevier Inc. All rights reserved.
C1 [Cadima, Joana] Univ Porto, P-4200135 Oporto, Portugal.
   [Doumen, Sarah; Verschueren, Karine; Buyse, Evelien] Katholieke Univ Leuven, Dept Psychol, Louvain, Belgium.
C3 Universidade do Porto; KU Leuven
RP Cadima, J (corresponding author), Univ Porto, Fac Psychol & Educ Sci, Rua Alfredo Allen, P-4200135 Oporto, Portugal.
EM jcadima@fpce.up.pt
RI Doumen, Sarah/CAH-5727-2022; Doumen, Sarah/GLV-6897-2022; Cadima,
   Joana/M-1433-2017; Doumen, Sarah/CAF-0192-2022
OI Doumen, Sarah/0000-0003-4208-4751; Cadima, Joana/0000-0002-8814-8899;
   Verschueren, Karine/0000-0003-2172-1424
CR Allhusen V, 2003, CHILD DEV, V74, P1639
   [Anonymous], ELEMENTARY SCH J
   [Anonymous], 2007, PROF SCH COUNS, DOI DOI 10.1080/0957514060075990610.5330/prsc.10.3.9l11g7633859n2w1
   [Anonymous], COTAN TESTBOEK ONDER
   [Anonymous], 2006, START STRONG
   Baker JA, 2008, TEACH TEACH EDUC, V24, P1876, DOI 10.1016/j.tate.2008.02.019
   Baraldi AN, 2010, J SCHOOL PSYCHOL, V48, P5, DOI 10.1016/j.jsp.2009.10.001
   Bell B.A., 2008, CLUSTER SIZE MULTILE
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   Blair C, 2002, AM PSYCHOL, V57, P111, DOI 10.1037//0003-066X.57.2.111
   Blair C, 2007, CHILD DEV, V78, P647, DOI 10.1111/j.1467-8624.2007.01019.x
   Brock LL, 2009, EARLY CHILD RES Q, V24, P337, DOI 10.1016/j.ecresq.2009.06.001
   Bronfenbrenner U., 1998, The ecology of developmental processes, V5th, P993, DOI DOI 10.1002/9780470147658.CHPSY0114
   Burchinal MR, 2002, J SCHOOL PSYCHOL, V40, P415, DOI 10.1016/S0022-4405(02)00107-3
   Buyse E, 2008, J SCHOOL PSYCHOL, V46, P367, DOI 10.1016/j.jsp.2007.06.009
   Buyse E, 2011, SOC DEV, V20, P33, DOI 10.1111/j.1467-9507.2009.00555.x
   Buyse E, 2009, ELEM SCHOOL J, V110, P119, DOI 10.1086/605768
   Cadima J, 2010, J SCHOOL PSYCHOL, V48, P457, DOI 10.1016/j.jsp.2010.09.001
   Cameron CE, 2005, J SCHOOL PSYCHOL, V43, P61, DOI 10.1016/j.jsp.2004.12.002
   Cameron CE, 2008, J SCHOOL PSYCHOL, V46, P173, DOI 10.1016/j.jsp.2007.03.002
   Clarke P, 2007, SOCIOL METHOD RES, V35, P311, DOI 10.1177/0049124106292362
   Curby TW, 2009, J EDUC PSYCHOL, V101, P912, DOI 10.1037/a0016647
   Dennis TA, 2007, J CLIN CHILD ADOLESC, V36, P442, DOI 10.1080/15374410701448513
   Doumen S, 2008, J CLIN CHILD ADOLESC, V37, P588, DOI 10.1080/15374410802148079
   Doumen S, 2012, J SCHOOL PSYCHOL, V50, P61, DOI 10.1016/j.jsp.2011.08.004
   Doumen S, 2009, INFANT CHILD DEV, V18, P502, DOI 10.1002/icd.635
   Downer J, 2010, EARLY EDUC DEV, V21, P699, DOI 10.1080/10409289.2010.497453
   Downer JT, 2007, SCHOOL PSYCHOL REV, V36, P413
   Eccles J, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P133, DOI 10.1007/978-1-4614-2018-7_6
   Eisenberg N, 2001, CHILD DEV, V72, P1112, DOI 10.1111/1467-8624.00337
   Eisenberg N, 2010, EARLY EDUC DEV, V21, P681, DOI 10.1080/10409289.2010.497451
   Emmer ET, 2001, EDUC PSYCHOL-US, V36, P103, DOI 10.1207/S15326985EP3602_5
   Finn JD, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P97, DOI 10.1007/978-1-4614-2018-7_5
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Graham JW, 2007, PREV SCI, V8, P206, DOI 10.1007/s11121-007-0070-9
   Greenwood CR, 2002, SCHOOL PSYCHOL REV, V31, P328
   Gusdorf LMA, 2011, BRIT J DEV PSYCHOL, V29, P612, DOI 10.1348/026151010X526542
   Hamre B.K., 2007, Building a science of classrooms: Application of the CLASS framework in over 4,000 US early childhood and elementary classrooms
   Hamre BK, 2005, CHILD DEV, V76, P949, DOI 10.1111/j.1467-8624.2005.00889.x
   Hamre BK, 2001, CHILD DEV, V72, P625, DOI 10.1111/1467-8624.00301
   Hamre B, 2014, CHILD DEV, V85, P1257, DOI 10.1111/cdev.12184
   Heck R., 2020, An introduction to multilevel modeling techniques: Mlm and Sem approaches
   Howes C, 2000, SOC DEV, V9, P191, DOI 10.1111/1467-9507.00119
   Howes C, 2011, EARLY CHILD RES Q, V26, P399, DOI 10.1016/j.ecresq.2011.02.004
   Howse R.B., 2003, Early Education Development, V14, P101, DOI [10.1207/s15566935eed1401_7, DOI 10.1207/S15566935EED1401_7]
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Hughes J, 2007, J EDUC PSYCHOL, V99, P39, DOI 10.1037/0022-0663.99.1.39
   Hughes JN, 2008, J EDUC PSYCHOL, V100, P1, DOI 10.1037/0022-0663.100.1.1
   Hughes JN, 2012, J EDUC PSYCHOL, V104, P350, DOI 10.1037/a0026339
   Hughes JN, 2006, J SCHOOL PSYCHOL, V43, P465, DOI 10.1016/j.jsp.2005.10.001
   Kline R.B., 2005, Principals and practice of structural equation modeling, V2nd
   Kochanska G, 1997, CHILD DEV, V68, P263, DOI 10.2307/1131849
   Kochanska G, 2001, CHILD DEV, V72, P1091, DOI 10.1111/1467-8624.00336
   Kochanska G, 2000, DEV PSYCHOL, V36, P220, DOI 10.1037//0012-1649.36.2.220
   Kochanska G, 2009, J PERS SOC PSYCHOL, V97, P322, DOI 10.1037/a0015471
   Koomen H., 2007, Leerling-Leerkracht Relatie Vragenlijst (LLRV): Handleiding
   Koomen HMY, 2012, J SCHOOL PSYCHOL, V50, P215, DOI 10.1016/j.jsp.2011.09.001
   La Paro KM, 2006, J RES CHILD EDUC, V21, P189, DOI 10.1080/02568540609594588
   La Paro KM, 2004, ELEM SCHOOL J, V104, P409, DOI 10.1086/499760
   La Paro KM., 2002, Classroom Assessment Scoring System (CLASS) pre-K version
   Ladd GW, 2009, J EDUC PSYCHOL, V101, P190, DOI 10.1037/a0013153
   Ladd GW, 1999, CHILD DEV, V70, P1373, DOI 10.1111/1467-8624.00101
   Ladd GW, 1999, CHILD DEV, V70, P910, DOI 10.1111/1467-8624.00066
   Lawson MA, 2013, REV EDUC RES, V83, P432, DOI 10.3102/0034654313480891
   Liew J, 2012, CHILD DEV PERSPECT, V6, P105, DOI 10.1111/j.1750-8606.2011.00196.x
   Liew J, 2010, EARLY CHILD RES Q, V25, P51, DOI 10.1016/j.ecresq.2009.07.005
   Maas C. J. M., 2005, METHODOLOGY, V1, P86, DOI [DOI 10.1027/1614-2241.1.3.86, 10.1027/1614-2241.1.3.86, DOI 10.1027/1614-1881.1.3.86]
   MacCallum RC, 1996, PSYCHOL METHODS, V1, P130, DOI 10.1037/1082-989X.1.2.130
   Mahatmya D, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P45, DOI 10.1007/978-1-4614-2018-7_3
   McClelland MM, 2007, DEV PSYCHOL, V43, P947, DOI 10.1037/0012-1649.43.4.947
   Muthen LK., 1998, MPLUS USERS GUIDE
   Olson SL, 2005, DEV PSYCHOPATHOL, V17, P25, DOI 10.1017/S0954579405050029
   Perry KE, 1998, EDUC PSYCHOL-US, V33, P177, DOI 10.1207/s15326985ep3304_3
   Pianta R.C., 2003, Handbook of Psychology, P199, DOI DOI 10.1002/0471264385.WEI0710
   Pianta R.C., 2006, HDB EARLY LITERACY R, P490, DOI DOI 10.1002/9780470757703.CH24
   Pianta R.C., 2001, Student-Teacher Relationship Scale, DOI [DOI 10.1037/T11872-000, 10.1037/t11872-000]
   Pianta R.C., 1999, Enhancing relationships between children and teachers
   Pianta RC, 2004, SCHOOL PSYCHOL REV, V33, P444
   Pianta RC, 2002, ELEM SCHOOL J, V102, P225, DOI 10.1086/499701
   Pianta RCL., 2008, Classroom Assessment Scoring SystemTM: Manual K-3
   Ponitz CC, 2009, SCHOOL PSYCHOL REV, V38, P102
   Reschly AL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P3, DOI 10.1007/978-1-4614-2018-7_1
   Reynolds C.R., 1992, Behavior Assessment System for Children (BASC)
   Rimm-Kaufman SE, 2009, DEV PSYCHOL, V45, P958, DOI 10.1037/a0015861
   Rimm-Kaufman SE, 2000, J APPL DEV PSYCHOL, V21, P491, DOI 10.1016/S0193-3973(00)00051-4
   Rimm-Kaufman SE, 2000, EARLY CHILD RES Q, V15, P147, DOI 10.1016/S0885-2006(00)00049-1
   Roorda DL, 2011, REV EDUC RES, V81, P493, DOI 10.3102/0034654311421793
   Silver RB, 2005, J SCHOOL PSYCHOL, V43, P39, DOI 10.1016/j.jsp.2004.11.003
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   Smarzewski R, 2020, INT J APPROX REASON, V124, P123, DOI [10.1016/j.ijar.2020.06.001, 10.1038/s41598-022-19167-8, 10.1080/18824889.2021.1893936]
   Smith-Donald R, 2007, EARLY CHILD RES Q, V22, P173, DOI 10.1016/j.ecresq.2007.01.002
   Spilt JL, 2012, J SCHOOL PSYCHOL, V50, P363, DOI 10.1016/j.jsp.2011.12.002
   Stipek D, 2004, EARLY CHILD RES Q, V19, P375, DOI 10.1016/j.ecresq.2004.07.007
   Thomas DE, 2006, DEV PSYCHOPATHOL, V18, P471, DOI 10.1017/S0954579406060251
   Valiente C, 2007, MERRILL PALMER QUART, V53, P1
   Valiente C, 2011, EARLY EDUC DEV, V22, P411, DOI 10.1080/10409289.2010.505259
   Valiente C, 2010, J EDUC PSYCHOL, V102, P550, DOI 10.1037/a0018992
NR 98
TC 96
Z9 137
U1 4
U2 70
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0885-2006
EI 1873-7706
J9 EARLY CHILD RES Q
JI Early Childhood Res. Q.
PY 2015
VL 32
BP 1
EP 12
DI 10.1016/j.ecresq.2015.01.008
PG 12
WC Education & Educational Research; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA CL1WN
UT WOS:000356735700001
OA Green Accepted, Green Submitted
DA 2024-07-19
ER

PT J
AU Bradshaw, CP
   Waasdorp, TE
   Debnam, KJ
   Johnson, SL
AF Bradshaw, Catherine P.
   Waasdorp, Tracy E.
   Debnam, Katrina J.
   Johnson, Sarah Lindstrom
TI Measuring School Climate in High Schools: A Focus on Safety, Engagement,
   and the Environment
SO JOURNAL OF SCHOOL HEALTH
LA English
DT Article
DE school climate; safety; engagement; environment; school improvement;
   measurement
ID POSITIVE BEHAVIORAL INTERVENTIONS; FIT INDEXES; STUDENT; COMMUNITIES;
   CONNECTEDNESS; PERCEPTIONS; PREDICTORS; MULTILEVEL; INVARIANCE;
   ATTITUDES
AB BACKGROUND: School climate has been linked to multiple student behavioral, academic, health, and social-emotional outcomes. The US Department of Education (USDOE) developed a 3-factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model.
   METHODS: Drawing upon 2 consecutive waves of data from over 25,000 high school students (46% minority), a series of exploratory and confirmatory factor analyses examined the fit of the Maryland Safe and Supportive Schools Climate Survey with the USDOE model.
   RESULTS: The results indicated adequate model fit with the theorized 3-factor model of school climate, which included 13 subdomains: safety (perceived safety, bullying and aggression, and drug use); engagement (connection to teachers, student connectedness, academic engagement, school connectedness, equity, and parent engagement); environment (rules and consequences, physical comfort, and support, disorder). We also found consistent measurement invariance with regard to student sex, grade level, and ethnicity. School-level interclass correlation coefficients ranged from 0.04 to .10 for the scales.
   CONCLUSIONS: Findings supported the USDOE 3-factor model of school climate and suggest measurement invariance and high internal consistency of the 3 scales and 13 subdomains. These results suggest the 56-item measure may be a potentially efficient, yet comprehensive measure of school climate.
C1 [Bradshaw, Catherine P.; Waasdorp, Tracy E.; Debnam, Katrina J.] Johns Hopkins Bloomberg Sch Publ Hlth, Johns Hopkins Ctr Prevent Youth Violence, Baltimore, MD 21295 USA.
   [Johnson, Sarah Lindstrom] Johns Hopkins Sch Med, Baltimore, MD 21287 USA.
C3 Johns Hopkins University; Johns Hopkins Bloomberg School of Public
   Health; Johns Hopkins University; Johns Hopkins Medicine
RP Bradshaw, CP (corresponding author), Johns Hopkins Bloomberg Sch Publ Hlth, Johns Hopkins Ctr Prevent Youth Violence, 624 North Broadway, Baltimore, MD 21295 USA.
EM cbradsha@jhsph.edu; twaasdor@jhsph.edu; kdebnam@jhsph.edu; slj@jhmi.edu
RI Waasdorp, Tracy/X-6281-2019
OI Waasdorp, Tracy/0000-0002-6176-7817
FU US Department of Education; William T. Grant Foundation; Maryland State
   Department of Education and Sheppard Pratt Health System through the
   Maryland Safe and Supportive Schools Project
FX This work was funded in part by grants from the US Department of
   Education and William T. Grant Foundation awarded to Catherine Bradshaw
   of Johns Hopkins University. We would like to thank the Maryland State
   Department of Education and Sheppard Pratt Health System for their
   support of this research through the Maryland Safe and Supportive
   Schools Project.
CR [Anonymous], SAF SUPP SCH MOD
   [Anonymous], ESEA BLUEPR REF
   Arthur MW, 2002, EVALUATION REV, V26, P575, DOI 10.1177/019384102237850
   Astor RA, 2002, HEALTH EDUC BEHAV, V29, P716, DOI 10.1177/109019802237940
   Battaglia MichaelP., 2004, TIPS TRICKS RAKING S
   BATTISTICH V, 1995, AM EDUC RES J, V32, P627, DOI 10.3102/00028312032003627
   Battistich V, 1997, AM J PUBLIC HEALTH, V87, P1997, DOI 10.2105/AJPH.87.12.1997
   BENTLER PM, 1990, PSYCHOL BULL, V107, P238, DOI 10.1037/0033-2909.88.3.588
   Blum R.W., 2002, Improving the odds: The untapped power of schools to improve the health of teens
   Bradshaw CP, 2012, PEDIATRICS, V130, pE1136, DOI 10.1542/peds.2012-0243
   Bradshaw CP, 2008, NEW DIR CHILD ADOLES, V122, P19, DOI 10.1002/cd.226
   Bradshaw CP, 2009, AM J COMMUN PSYCHOL, V43, P204, DOI 10.1007/s10464-009-9240-1
   Bradshaw CP, 2009, PREV SCI, V10, P100, DOI 10.1007/s11121-008-0114-9
   Catalano RF, 2004, J SCHOOL HEALTH, V74, P252, DOI 10.1111/j.1746-1561.2004.tb08281.x
   Centers for Disease Control and Prevention, 2013, BULL SURV SCH AG CHI
   Chen FF, 2008, J RES PERS, V42, P259, DOI 10.1016/j.jrp.2007.05.006
   Chen FF, 2005, STRUCT EQU MODELING, V12, P471, DOI 10.1080/10705510701301834
   Cohen J, 2009, TEACH COLL REC, V111, P180
   CORTINA JM, 1993, J APPL PSYCHOL, V78, P98, DOI 10.1037/0021-9010.78.1.98
   Davidson ML, 2010, CULTURE EXCELLENCE E
   DeJung J., 1986, HIGH SCH TEACHERS TH
   DEVILLE JC, 1993, J AM STAT ASSOC, V88, P1013, DOI 10.2307/2290793
   Emmons C.L., 1996, Rallying the whole village, P27
   Furlong MJ, 2005, PSYCHOL SCHOOLS, V42, P137, DOI 10.1002/pits.20053
   Gottfredson DG, 1999, EFFECTIVE SCH BATTER
   Gregory A, 2011, AM EDUC RES J, V48, P904, DOI 10.3102/0002831211398531
   Griffith J, 2000, ELEM SCHOOL J, V101, P35, DOI 10.1086/499658
   Hanson T., 2007, MEASURING RESILIENCE
   Haynes N.M., 2001, The school development program: Student, staff, and parent school climate surveys
   Haynes NM, 1997, J EDUC PSYCHOL CONS, V8, P321, DOI 10.1207/s1532768xjepc0803_4
   Horner RH, 2010, FOCUS EXCEPT CHILD, V42, P1
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Karcher MJ, 2004, HANDBOOK OF SCHOOL VIOLENCE, P7
   Klem AM, 2004, J SCHOOL HEALTH, V74, P262, DOI 10.1111/j.1746-1561.2004.tb08283.x
   Koth CW, 2008, J EDUC PSYCHOL, V100, P96, DOI 10.1037/0022-0663.100.1.96
   Kuperminc G.P., 1997, Applied Developmental Science, V1, P76, DOI [10.1207/s1532480xads0102_2, DOI 10.1207/S1532480XADS0102_2]
   LaRusso MD, 2008, J YOUTH ADOLESCENCE, V37, P386, DOI 10.1007/s10964-007-9212-4
   McNeely Clea A, 2002, J Sch Health, V72, P138
   MEREDITH W, 1993, PSYCHOMETRIKA, V58, P525, DOI 10.1007/BF02294825
   Meredith W, 2001, DECADE BEHAV, P203, DOI 10.1037/10409-007
   Muthen LK., 1998, MPLUS USERS GUIDE
   Olweus D., 1993, BULLYING SCH WHAT WE, DOI [10.1007/978-1-4757-9116-75, DOI 10.1007/978-1-4757-9116-7_5]
   Olweus D., 2007, Olweus bullying prevention program schoolwide guide
   Payne AA, 2003, CRIMINOLOGY, V41, P749, DOI 10.1111/j.1745-9125.2003.tb01003.x
   Perry A., 1908, The management of a city school
   Plank SB, 2009, AM J EDUC, V115, P227, DOI 10.1086/595669
   Raudenbush S.W., 2002, Hierarchical linear models Applications and data analysis methods, VVolume 1
   Resnick MD, 1997, JAMA-J AM MED ASSOC, V278, P823, DOI 10.1001/jama.278.10.823
   Reynolds D., 1980, OUT SCH, P85
   RUMBERGER RW, 1987, REV EDUC RES, V57, P101, DOI 10.3102/00346543057002101
   Rutter M.., 1979, Fifteen thousand hours: Secondary schools and their effects on children
   Schindler J, 2009, EXPLORING SCH CLIMAT
   Search Institute, 2006, SEARCH I CREAT GREAT
   Simons-Morton B, 2009, YOUTH SOC, V41, P3, DOI 10.1177/0044118X09334861
   SOMMER B, 1985, J YOUTH ADOLESCENCE, V14, P411, DOI 10.1007/BF02138836
   Statacorps L.P., 2009, Stata statistical software
   Thapa A, 2013, REV EDUC RES, V83, P357, DOI 10.3102/0034654313483907
   Welsh WN, 2000, ANN AM ACAD POLIT SS, V567, P88, DOI 10.1177/0002716200567001007
   Wentzel KR, 2010, CONTEMP EDUC PSYCHOL, V35, P193, DOI 10.1016/j.cedpsych.2010.03.002
   Whitlock J.L., 2006, Applied Developmental Science, V10, P13, DOI [DOI 10.1207/S1532480XADS1001_2, 10.1207/s1532480xads1001_2]
   Willingham WW, 2002, J EDUC MEAS, V39, P1, DOI 10.1111/j.1745-3984.2002.tb01133.x
   Wilson D, 2004, J SCHOOL HEALTH, V74, P293, DOI 10.1111/j.1746-1561.2004.tb08286.x
   Worrell FC, 2000, PSYCHOL SCHOOLS, V37, P291, DOI 10.1002/(SICI)1520-6807(200005)37:3<291::AID-PITS9>3.0.CO;2-X
   Wu S., 1982, URBAN REV, V14, P245, DOI [DOI 10.1007/BF02171974, 10.1007/BF02171974]
   Zullig KJ, 2010, J PSYCHOEDUC ASSESS, V28, P139, DOI 10.1177/0734282909344205
NR 65
TC 202
Z9 357
U1 13
U2 175
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0022-4391
EI 1746-1561
J9 J SCHOOL HEALTH
JI J. Sch. Health
PD SEP
PY 2014
VL 84
IS 9
BP 593
EP 604
DI 10.1111/josh.12186
PG 12
WC Education & Educational Research; Education, Scientific Disciplines;
   Health Care Sciences & Services; Public, Environmental & Occupational
   Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Health Care Sciences & Services;
   Public, Environmental & Occupational Health
GA AN3MX
UT WOS:000340493500007
PM 25117894
DA 2024-07-19
ER

PT J
AU Tartari, V
   Perkmann, M
   Salter, A
AF Tartari, Valentina
   Perkmann, Markus
   Salter, Ammon
TI In good company: The influence of peers on industry engagement by
   academic scientists
SO RESEARCH POLICY
LA English
DT Article
DE University-industry relations; Academic engagement; Commercialization;
   Scientists; Peer effects
ID KNOWLEDGE TRANSFER; UNIVERSITY RESEARCHERS; US UNIVERSITIES; SCIENCE;
   ENTREPRENEURS; FACULTY; STRATIFICATION; COMPETITION; TECHNOLOGY;
   INNOVATION
AB Previous research on academic entrepreneurship and engagement with industry has found that the behaviour of academics is influenced by their local social context. However, we know little about the mechanisms that produce this effect. We argue that academic scientists' industry engagement is influenced significantly by the behaviour of their peers, that is, the behaviour of colleagues of similar seniority. Using insights from social psychology, we hypothesize that these peer effects are produced by the mechanism of social comparison. In an analysis of data from multiple sources for 1370 UK academic scientists and engineers, we find that peer effects are stronger for early career individuals and weaker for star scientists, suggesting the incidence of social comparison. We argue that individuals look to their immediate peers for inspiration, because they view them as an important reference group and use them as a benchmark for their own ambitions and behaviours. Our findings have important implications for how universities may encourage scientists' behaviours by paying attention to local work contexts. (C) 2014 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/3.0/).
C1 [Tartari, Valentina] Copenhagen Business Sch, Dept Innovat & Org Econ, Copenhagen, Denmark.
   [Perkmann, Markus] Univ London Imperial Coll Sci Technol & Med, Sch Business, London SW7 2AZ, England.
   [Salter, Ammon] Univ Bath, Sch Management, Bath BA2 7AY, Avon, England.
C3 Copenhagen Business School; Imperial College London; University of Bath
RP Tartari, V (corresponding author), Copenhagen Business Sch, Dept Innovat & Org Econ, Copenhagen, Denmark.
EM vt.ino@cbs.dk
RI Tartari, Valentina/B-2599-2012; Tartari, Valentina/ABB-4882-2021;
   Salter, Ammon/A-9217-2010; Perkmann, Markus/F-1378-2010
OI Tartari, Valentina/0000-0001-7332-8590; Tartari,
   Valentina/0000-0001-7332-8590; Perkmann, Markus/0000-0001-7162-760X;
   Salter, Ammon/0000-0003-2065-1268
FU EPSRC [EP/F036930/1] Funding Source: UKRI; ESRC [ES/K001159/1,
   ES/G038082/1, ES/G042993/1] Funding Source: UKRI
CR Adams JD, 2005, RES POLICY, V34, P259, DOI 10.1016/j.respol.2005.01.014
   Agrawal A, 2002, MANAGE SCI, V48, P44, DOI 10.1287/mnsc.48.1.44.14279
   ALPERT D, 1985, J HIGH EDUC-UK, V56, P241, DOI 10.2307/1981734
   Aschhoff B, 2014, RES POLICY, V43, P367, DOI 10.1016/j.respol.2013.11.002
   Audretsch DB, 1998, OXFORD REV ECON POL, V14, P18
   Azoulay P., 2008, NATL BUREAU EC RES W
   Azoulay P, 2007, J ECON BEHAV ORGAN, V63, P599, DOI 10.1016/j.jebo.2006.05.015
   BALDWIN RG, 1981, J HIGH EDUC, V52, P598, DOI 10.2307/1981769
   Bekkers R, 2008, RES POLICY, V37, P1837, DOI 10.1016/j.respol.2008.07.007
   Bercovitz J, 2008, ORGAN SCI, V19, P69, DOI 10.1287/orsc.1070.0295
   Bercovitz J, 2006, PERSPECTIVES ON INNOVATION, P381
   Birley S., 2004, J TECHNOL TRANSFER, V29, P235, DOI [DOI 10.1023/B:JOTT.0000034121.02507.F3, 10.1023/B:JOTT.0000034121.02507.f3]
   Blumenthal D, 1996, NEW ENGL J MED, V335, P1734, DOI 10.1056/NEJM199612053352305
   Boardman PC, 2009, TECHNOVATION, V29, P142, DOI 10.1016/j.technovation.2008.03.008
   Bozeman B, 2007, RES POLICY, V36, P694, DOI 10.1016/j.respol.2007.01.007
   Breschi S, 2007, ECON INNOV NEW TECH, V16, P101, DOI 10.1080/10438590600982830
   Clarysse B, 2011, RES POLICY, V40, P1084, DOI 10.1016/j.respol.2011.05.010
   Cohen WM, 2002, MANAGE SCI, V48, P1, DOI 10.1287/mnsc.48.1.1.14273
   Cole J. R., 1974, American Journal of Physics, V42, P923, DOI [10.1119/1.1987897, DOI 10.1119/1.1987897]
   Coleman S., 1966, Equality of Educational Opportunity
   D'Este P, 2007, RES POLICY, V36, P1295, DOI 10.1016/j.respol.2007.05.002
   D'Este P, 2011, J TECHNOL TRANSFER, V36, P316, DOI 10.1007/s10961-010-9153-z
   Di Gregorio D, 2003, RES POLICY, V32, P209, DOI 10.1016/S0048-7333(02)00097-5
   Dietz RD, 2002, SOC SCI RES, V31, P539, DOI 10.1016/S0049-089X(02)00005-4
   Etzkowitz H, 2003, RES POLICY, V32, P109, DOI 10.1016/S0048-7333(02)00009-4
   EUROSTAT, 2003, REGIO
   Fabrizio KR, 2008, RES POLICY, V37, P914, DOI 10.1016/j.respol.2008.01.010
   FELLER I, 1990, RES POLICY, V19, P335, DOI 10.1016/0048-7333(90)90017-Z
   Festinger L, 1954, HUM RELAT, V7, P117, DOI 10.1177/001872675400700202
   Freeman R, 2001, SCIENCE, V294, P2293, DOI 10.1126/science.1067477
   Furman JL, 2012, RES POLICY, V41, P276, DOI 10.1016/j.respol.2011.11.001
   Geuna A, 2006, RES POLICY, V35, P790, DOI 10.1016/j.respol.2006.04.005
   Geuna A, 2009, MINERVA, V47, P93, DOI 10.1007/s11024-009-9118-2
   Giuliani E, 2010, RES POLICY, V39, P748, DOI 10.1016/j.respol.2010.03.007
   Gulbrandsen M, 2005, RES POLICY, V34, P932, DOI 10.1016/j.respol.2005.05.004
   Guryan J., 2007, PEER EFFECTS WORKPLA
   Haeussler C, 2011, RES POLICY, V40, P41, DOI 10.1016/j.respol.2010.09.012
   HAGSTROM WO, 1974, AM SOCIOL REV, V39, P1, DOI 10.2307/2094272
   HIGHER EDUCATION FUNDING COUNCIL FOR ENGLAND (HEFCE), 2008, HIGH ED BUS COMM INT
   Higher Education Funding Council for England (HEFCE), 2008, RES ASS EX
   Hogg MA., 1988, Social Identifications: A Social Psychology of Intergroup Relations and Group Process
   Hyman H H., 1942, Archives of Psychology, V269
   Ibarra H, 1999, ADMIN SCI QUART, V44, P764, DOI 10.2307/2667055
   IBARRA H, 1993, ADMIN SCI QUART, V38, P277, DOI 10.2307/2393414
   Jackson K, 2009, AM ECON J-APPL ECON, V1, P85, DOI 10.1257/app.1.4.85
   Jones BF, 2008, SCIENCE, V322, P1259, DOI 10.1126/science.1158357
   Kassicieh S.K., 1996, ENTREP THEORY PRACT, V20, P33
   KEMPER TD, 1968, AM SOCIOL REV, V33, P31, DOI 10.2307/2092238
   Kenney M, 2004, RES POLICY, V33, P691, DOI 10.1016/j.respol.2003.11.001
   KNORR-CETINA K., 1981, The Manufacture of Knowledge: An Essay on the Constructivist and Contextual Nature of Science
   Krabel S, 2009, RES POLICY, V38, P947, DOI 10.1016/j.respol.2009.02.005
   Landry R, 2006, RES POLICY, V35, P1599, DOI 10.1016/j.respol.2006.09.020
   Lazega E, 2000, ORGAN STUD, V21, P193, DOI 10.1177/0170840600211003
   Link AN, 2007, IND CORP CHANGE, V16, P641, DOI 10.1093/icc/dtm020
   Lockett A, 2005, RES POLICY, V34, P1043, DOI 10.1016/j.respol.2005.05.006
   LOUIS KS, 1989, ADMIN SCI QUART, V34, P110, DOI 10.2307/2392988
   MANSFIELD E, 1991, RES POLICY, V20, P1, DOI 10.1016/0048-7333(91)90080-A
   MANSFIELD E, 1995, REV ECON STAT, V77, P55, DOI 10.2307/2109992
   MANSKI CF, 1993, REV ECON STUD, V60, P531, DOI 10.2307/2298123
   Manski CF, 2000, J ECON PERSPECT, V14, P115, DOI 10.1257/jep.14.3.115
   Mas A, 2009, AM ECON REV, V99, P112, DOI 10.1257/aer.99.1.112
   Merton R., 1967, THEORETICAL SOCIOLOG
   MERTON RK, 1968, SCIENCE, V159, P56, DOI 10.1126/science.159.3810.56
   MERTON RKL, 1950, CONTINUITIES SOCIAL
   Mintzberg H., 1983, STRUCTURE 5 DESIGNIN
   Moretti E, 2011, REV ECON STUD, V78, P356, DOI 10.1093/restud/rdq014
   Mowery DC, 2009, IND CORP CHANGE, V18, P1, DOI 10.1093/icc/dtn049
   Mowery DC, 2001, RES POLICY, V30, P99, DOI 10.1016/S0048-7333(99)00100-6
   Munshi K, 2006, J DEV ECON, V80, P1, DOI 10.1016/j.jdeveco.2005.01.002
   Murray F, 2002, RES POLICY, V31, P1389, DOI 10.1016/S0048-7333(02)00070-7
   Mussweiler T, 2000, J PERS SOC PSYCHOL, V79, P23, DOI 10.1037/0022-3514.79.1.23
   Nanda R, 2010, MANAGE SCI, V56, P1116, DOI 10.1287/mnsc.1100.1179
   Owen-Smith J., 2001, J TECHNOL TRANSF, V26, P99, DOI 10.1023/A:1007892413701
   Perkmann M, 2013, RES POLICY, V42, P423, DOI 10.1016/j.respol.2012.09.007
   Ponomariov BL, 2008, J TECHNOL TRANSFER, V33, P485, DOI 10.1007/s10961-007-9047-x
   Reicher S.D., 1987, REDISCOVERING SOCIAL
   Renault C., 2006, The Journal of Technology Transfer, V31, P227, DOI DOI 10.1007/S10961-005-6108-X
   ROSENBERG N, 1994, RES POLICY, V23, P323, DOI 10.1016/0048-7333(94)90042-6
   Rosenberg N., 1982, Inside the BlackBox: Technology and Economics
   Ruef M, 2007, RES SOCIOL ORGAN-RES, V25, P1, DOI 10.1016/S0733-558X(06)25001-8
   Shane S, 2002, MANAGE SCI, V48, P122, DOI 10.1287/mnsc.48.1.122.14281
   Shibutani T, 1955, AM J SOCIOL, V60, P562, DOI 10.1086/221630
   Siegel D.S., 2003, The Journal of High Technology Management Research, V14, P111, DOI [DOI 10.1016/S1047-8310(03)00007-5, 10.1016/S1047-8310, DOI 10.1016/S1047-8310, 10.1016/s1047-8310(03)00007-5]
   Sorensen AT, 2006, RAND J ECON, V37, P929, DOI 10.1111/j.1756-2171.2006.tb00064.x
   Stephan PE, 1998, SMALL BUS ECON, V10, P141, DOI 10.1023/A:1007929424290
   Stephan PE, 1996, J ECON LIT, V34, P1199
   Stokes D. E., 2011, PASTEURS QUADRANT BA
   Stuart TE, 2006, AM J SOCIOL, V112, P97, DOI 10.1086/502691
   Tafjel Henri., 1981, Human groups and social categories: Studies in social psychology
   Tartari V., 2013, ACAD MANAGEMENT P
   Tartari V, 2012, CAMB J ECON, V36, P655, DOI 10.1093/cje/bes007
   Whitley R.D., 2000, INTELLECTUAL SOCIAL
   WILLS TA, 1981, PSYCHOL BULL, V90, P245, DOI 10.1037/0033-2909.90.2.245
   Zimmerman DJ, 2003, REV ECON STAT, V85, P9, DOI 10.1162/003465303762687677
   Zucker L.G., 2001, J TECHNOL TRANSFER, V26, P37, DOI DOI 10.1023/A:1007832127813
   Zucker LG, 1996, P NATL ACAD SCI USA, V93, P12709, DOI 10.1073/pnas.93.23.12709
   ZUCKERMAN H, 1970, SOCIOL INQ, V40, P235, DOI 10.1111/j.1475-682X.1970.tb01010.x
NR 97
TC 107
Z9 113
U1 8
U2 128
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0048-7333
EI 1873-7625
J9 RES POLICY
JI Res. Policy
PD SEP
PY 2014
VL 43
IS 7
BP 1189
EP 1203
DI 10.1016/j.respol.2014.02.003
PG 15
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA AL3NQ
UT WOS:000339035800008
OA Green Published, hybrid
DA 2024-07-19
ER

PT J
AU Wang, MT
   Degol, J
AF Wang, Ming-Te
   Degol, Jessica
TI Staying Engaged: Knowledge and Research Needs in Student Engagement
SO CHILD DEVELOPMENT PERSPECTIVES
LA English
DT Article
DE student engagement; school engagement; malleability;
   multidimensionality; intervention
ID SCHOOL ENGAGEMENT; PARENTAL INVOLVEMENT; COGNITIVE ENGAGEMENT; ACADEMIC
   ENGAGEMENT; MENTAL-HEALTH; ACHIEVEMENT; EMOTIONS; SUPPORT; TRAJECTORIES;
   ADOLESCENCE
AB In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it, and articulate person-centered approaches for analyzing engagement. We conclude by addressing limitations to the research and providing recommendations for study. Specifically, we point to the importance of incorporating more work on how learning-related emotions, personality characteristics, prior learning experiences, shared values across contexts, and engagement in nonacademic activities influence individual differences in student engagement. We also stress the need to improve our understanding of the nuances involved in developing engagement over time by incorporating more extensive longitudinal analyses, intervention trials, research on affective neuroscience, and interactions among levels and dimensions of engagement.
C1 [Wang, Ming-Te] Univ Pittsburgh, Dept Psychol, Sch Educ, Learning Res & Dev Ctr, Pittsburgh, PA 15260 USA.
   [Degol, Jessica] Univ Pittsburgh, Sch Educ, Pittsburgh, PA 15260 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; Pennsylvania Commonwealth System of Higher Education
   (PCSHE); University of Pittsburgh
RP Wang, MT (corresponding author), Univ Pittsburgh, Dept Psychol, 230 South Bouquet St, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
FU Division Of Research On Learning; Direct For Education and Human
   Resources [1315943] Funding Source: National Science Foundation
CR [Anonymous], 2008, BEST PRACTICES SCH P
   [Anonymous], CALIFORNIA SCH PSYCH
   Appleton JJ, 2008, PSYCHOL SCHOOLS, V45, P369, DOI 10.1002/pits.20303
   Archambault I, 2009, J SCHOOL HEALTH, V79, P408, DOI 10.1111/j.1746-1561.2009.00428.x
   Benner AD, 2008, DEV PSYCHOL, V44, P840, DOI 10.1037/0012-1649.44.3.840
   Christenson S.L., 2010, HDB YOUTH PREVENTION, P327
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   Duckworth AL, 2007, J PERS SOC PSYCHOL, V92, P1087, DOI 10.1037/0022-3514.92.6.1087
   Duckworth AL, 2011, SOC PSYCHOL PERS SCI, V2, P174, DOI 10.1177/1948550610385872
   Eccles J, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P133, DOI 10.1007/978-1-4614-2018-7_6
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Henry KL, 2012, J YOUTH ADOLESCENCE, V41, P156, DOI 10.1007/s10964-011-9665-3
   Horner RH, 2009, J POSIT BEHAV INTERV, V11, P133, DOI 10.1177/1098300709332067
   Hughes JN, 2008, J EDUC PSYCHOL, V100, P1, DOI 10.1037/0022-0663.100.1.1
   Jang H, 2010, J EDUC PSYCHOL, V102, P588, DOI 10.1037/a0019682
   Janosz M, 2008, J SOC ISSUES, V64, P21, DOI 10.1111/j.1540-4560.2008.00546.x
   Li YB, 2011, DEV PSYCHOL, V47, P233, DOI 10.1037/a0021307
   Linnenbrink-Garcia L, 2011, CONTEMP EDUC PSYCHOL, V36, P1, DOI 10.1016/j.cedpsych.2010.11.004
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   Pekrun R, 2002, EDUC PSYCHOL-US, V37, P91, DOI 10.1207/S15326985EP3702_4
   Pekrun R, 2006, EDUC PSYCHOL REV, V18, P315, DOI 10.1007/s10648-006-9029-9
   Poropat AE, 2009, PSYCHOL BULL, V135, P322, DOI 10.1037/a0014996
   Reeve J, 2011, CONTEMP EDUC PSYCHOL, V36, P257, DOI 10.1016/j.cedpsych.2011.05.002
   Reschly AL, 2008, PSYCHOL SCHOOLS, V45, P419, DOI 10.1002/pits.20306
   Reschly AL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P3, DOI 10.1007/978-1-4614-2018-7_1
   Schwabe L, 2012, J NEUROSCI, V32, P11042, DOI 10.1523/JNEUROSCI.1484-12.2012
   Skinner E.A., 2009, Handbook of motivation at school, P223, DOI DOI 10.1037/0003-066X.55.1.68
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   Skinner EA, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P21, DOI 10.1007/978-1-4614-2018-7_2
   Spera C, 2005, EDUC PSYCHOL REV, V17, P120, DOI 10.1007/s10648-005-3950-1
   Stewart EB, 2008, EDUC URBAN SOC, V40, P179, DOI 10.1177/0013124507304167
   Wang MT, 2014, CHILD DEV, V85, P610, DOI 10.1111/cdev.12153
   Wang MT, 2014, CHILD DEV, V85, P722, DOI 10.1111/cdev.12138
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Wang MT, 2013, DEV PSYCHOL, V49, P1266, DOI 10.1037/a0030028
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   Wang MT, 2012, J RES ADOLESCENCE, V22, P31, DOI 10.1111/j.1532-7795.2011.00753.x
   Wang MT, 2011, J SCHOOL PSYCHOL, V49, P465, DOI 10.1016/j.jsp.2011.04.001
   Wang MT, 2010, AM EDUC RES J, V47, P633, DOI 10.3102/0002831209361209
   Ward B, 2013, SCHOOL PSYCHOL REV, V42, P317
NR 42
TC 188
Z9 253
U1 5
U2 91
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1750-8592
EI 1750-8606
J9 CHILD DEV PERSPECT
JI Child Develop. Perspect.
PD SEP
PY 2014
VL 8
IS 3
BP 137
EP 143
DI 10.1111/cdep.12073
PG 7
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA AT2RI
UT WOS:000344781700004
PM 27087833
OA Green Accepted
DA 2024-07-19
ER

PT J
AU Mount, M
   Martinez, MG
AF Mount, Matthew
   Martinez, Marian Garcia
TI Social Media: A TOOL FOR OPEN INNOVATION
SO CALIFORNIA MANAGEMENT REVIEW
LA English
DT Article
DE Social Media; Open Innovation; Ideation; R&D; Commercialization
ID OPEN SOURCE SOFTWARE; FUZZY FRONT-END; AMBIDEXTROUS ORGANIZATIONS;
   INFORMATION-TECHNOLOGY; KNOWLEDGE REUSE; USER; IMPLEMENTATION;
   COLLABORATION; ANTECEDENTS; COMMUNITIES
AB Despite the exponential rise of social media use in external stakeholder engagement academic research and managerial practice have paid little attention to how it can be used for open innovation across the entire innovation funnel, spanning ideation, R&D, and commercialization. As a result there is little understanding of how companies can organize for and implement social media for open innovation. Utilizing a multiple case study design, this article examines its application across the entire innovation process. It proposes a range of organizational and technological adaptations that managers can implement to ensure they realize the innovative benefits of social media application.
C1 [Mount, Matthew; Martinez, Marian Garcia] Univ Kent, Kent Business Sch, Canterbury, Kent, England.
C3 University of Kent
RP Mount, M (corresponding author), Univ Kent, Kent Business Sch, Canterbury, Kent, England.
RI Barretta, Paul/G-4383-2016
OI Barretta, Paul/0000-0002-6940-587X; Mount, Matthew/0000-0002-6470-7502
CR Abrahams AS, 2013, DECIS SUPPORT SYST, V55, P871, DOI 10.1016/j.dss.2012.12.023
   Abrahams AS, 2012, DECIS SUPPORT SYST, V54, P87, DOI 10.1016/j.dss.2012.04.005
   [Anonymous], 2006, J ACAD MARKET SCI
   [Anonymous], WIRED MAGAZINE
   Aral S, 2013, INFORM SYST RES, V24, P3, DOI 10.1287/isre.1120.0470
   Ashurst C, 2012, INT J INFORM MANAGE, V32, P326, DOI 10.1016/j.ijinfomgt.2012.05.006
   Baldwin C, 2011, ORGAN SCI, V22, P1399, DOI 10.1287/orsc.1100.0618
   Bayus BL, 2013, MANAGE SCI, V59, P226, DOI 10.1287/mnsc.1120.1599
   Belenzon S, 2010, MANAGE SCI, V56, P519, DOI 10.1287/mnsc.1090.1107
   Bendapudi N, 2003, J MARKETING, V67, P14, DOI 10.1509/jmkg.67.1.14.18592
   Birkinshaw J, 2004, MIT SLOAN MANAGE REV, V45, P47
   Bogers M, 2010, J MANAGE, V36, P857, DOI 10.1177/0149206309353944
   Boudreau KJ, 2011, MANAGE SCI, V57, P843, DOI 10.1287/mnsc.1110.1322
   Brodie RJ, 2013, J BUS RES, V66, P105, DOI 10.1016/j.jbusres.2011.07.029
   Cachia R, 2007, TECHNOL FORECAST SOC, V74, P1179, DOI 10.1016/j.techfore.2007.05.006
   Chesbrough H, 2010, LONG RANGE PLANN, V43, P354, DOI 10.1016/j.lrp.2009.07.010
   Christensen C.M., 2000, INNOVATORS DILEMMA N
   Cross R, 2013, CALIF MANAGE REV, V56, P50, DOI 10.1525/cmr.2013.56.1.50
   Dahlander L, 2006, RES POLICY, V35, P1243, DOI 10.1016/j.respol.2006.09.011
   Dahlander L, 2012, ORGAN SCI, V23, P988, DOI 10.1287/orsc.1110.0673
   DAMANPOUR F, 1991, ACAD MANAGE J, V34, P555, DOI 10.5465/256406
   Danneels E, 2008, STRATEGIC MANAGE J, V29, P519, DOI 10.1002/smj.684
   Dubois A, 2002, J BUS RES, V55, P553, DOI 10.1016/S0148-2963(00)00195-8
   Durisin B, 2012, J PROD INNOVAT MANAG, V29, P53, DOI 10.1111/j.1540-5885.2012.00981.x
   Eisenhardt KM, 2007, ACAD MANAGE J, V50, P25, DOI 10.5465/AMJ.2007.24160888
   EISENHARDT KM, 1989, ACAD MANAGE REV, V14, P532, DOI 10.2307/258557
   Florén H, 2012, CALIF MANAGE REV, V54, P20, DOI 10.1525/cmr.2012.54.4.20
   Franke N, 2003, RES POLICY, V32, P157, DOI 10.1016/S0048-7333(02)00006-9
   Franke N, 2006, J PROD INNOVAT MANAG, V23, P301, DOI 10.1111/j.1540-5885.2006.00203.x
   Füller J, 2007, J BUS RES, V60, P60, DOI 10.1016/j.jbusres.2006.09.019
   Füller J, 2006, ADV CONSUM RES, V33, P639
   Gibson CB, 2004, ACAD MANAGE J, V47, P209, DOI 10.5465/20159573
   Gioia DA, 2013, ORGAN RES METHODS, V16, P15, DOI 10.1177/1094428112452151
   Hargadon A., 2003, How Breakthroughs Happen: The Surprising Truth about How Companies Innovate
   Heinonen K, 2011, J CONSUM BEHAV, V10, P356, DOI 10.1002/cb.376
   Hienerth C, 2011, LONG RANGE PLANN, V44, P344, DOI 10.1016/j.lrp.2011.09.009
   Ind N, 2013, CALIF MANAGE REV, V55, P5, DOI 10.1525/cmr.2013.55.3.5
   Kim AJ, 2012, J BUS RES, V65, P1480, DOI 10.1016/j.jbusres.2011.10.014
   Kim J, 2002, R&D MANAGE, V32, P269, DOI 10.1111/1467-9310.00259
   King A, 2013, MIT SLOAN MANAGE REV, V55, P41
   Koen PA, 2014, RES TECHNOL MANAGE, V57, P34, DOI 10.5437/08956308X5702145
   Lakhani KR, 2003, RES POLICY, V32, P923, DOI 10.1016/S0048-7333(02)00095-1
   LEONARDBARTON D, 1992, STRATEGIC MANAGE J, V13, P111, DOI 10.1002/smj.4250131009
   LEONARDBARTON D, 1988, RES POLICY, V17, P251, DOI 10.1016/0048-7333(88)90006-6
   Linders D, 2012, GOV INFORM Q, V29, P446, DOI 10.1016/j.giq.2012.06.003
   Majchrzak A, 2004, MANAGE SCI, V50, P174, DOI 10.1287/mnsc.1030.0116
   Majchrzak A, 2013, MIS QUART, V37, P455, DOI 10.25300/MISQ/2013/37.2.07
   March JG, 1991, ORGAN SCI, V2, P71, DOI 10.1287/orsc.2.1.71
   Markham SK, 2013, RES TECHNOL MANAGE, V56, P37, DOI 10.5437/08956308X5604066
   MARKUS ML, 1988, MANAGE SCI, V34, P583, DOI 10.1287/mnsc.34.5.583
   Miles M.B., 2002, QUALITATIVE RES COMP
   Morgan, 2010, INNOVATION TOURNAMEN
   Morgan J, 2010, CALIF MANAGE REV, V52, P77, DOI 10.1525/cmr.2010.52.2.77
   Mortara L, 2013, TECHNOL FORECAST SOC, V80, P1563, DOI 10.1016/j.techfore.2013.01.008
   Naylor RW, 2012, J MARKETING, V76, P105, DOI 10.1509/jm.11.0105
   O'Reilly CA, 2004, HARVARD BUS REV, V82, P74
   Orlikowski WJ, 1991, INFORM SYST RES, V2, P143, DOI 10.1287/isre.2.2.143
   Pitt LF, 2006, J ACAD MARKET SCI, V34, P115, DOI 10.1177/0092070305284972
   Poetz MK, 2012, J PROD INNOVAT MANAG, V29, P245, DOI 10.1111/j.1540-5885.2011.00893.x
   Powell WW, 1996, ADMIN SCI QUART, V41, P116, DOI 10.2307/2393988
   Ravasi D., 2001, Scandinavian Journal of Management, V17, P41
   Reid SE, 2004, J PROD INNOVAT MANAG, V21, P170, DOI 10.1111/j.0737-6782.2004.00068.x
   Salter A, 2014, CALIF MANAGE REV, V56, P77, DOI 10.1525/cmr.2014.56.2.77
   Saxton GD, 2013, INFORM SYST MANAGE, V30, P2, DOI 10.1080/10580530.2013.739883
   Senn C, 2013, CALIF MANAGE REV, V55, P27, DOI 10.1525/cmr.2013.55.3.27
   Senn Thoma, 2013, TECHNOL ANAL STRATEG, V23, P280
   Snyder N.T., 2003, STRATEGIC INNOVATION
   Steiber A., 2013, DIFFUSION ORG INNOVA, P152
   Steiber A, 2013, EUR J INNOV MANAG, V16, P243, DOI 10.1108/14601061311324566
   Stieger D, 2012, CALIF MANAGE REV, V54, P44, DOI 10.1525/cmr.2012.54.4.44
   The Grocer, 2013, PEAN BUTT CROWN CHAM
   Tushman ML, 1996, CALIF MANAGE REV, V38, P8, DOI 10.2307/41165852
   UNAIDS, DECL CHANG
   Van den Bulte C, 2007, MARKET SCI, V26, P400, DOI 10.1287/mksc.1060.0224
   von Hippel E, 2003, ORGAN SCI, V14, P209, DOI 10.1287/orsc.14.2.209.14992
   Von Hippel Eric, 2005, Democratizing Innovation
   von Krogh G, 2012, LONG RANGE PLANN, V45, P277, DOI 10.1016/j.lrp.2012.05.001
   Yin R.K., 2011, Qualitative research from start to finish
NR 78
TC 124
Z9 153
U1 4
U2 180
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0008-1256
EI 2162-8564
J9 CALIF MANAGE REV
JI Calif. Manage. Rev.
PD SUM
PY 2014
VL 56
IS 4
BP 124
EP 143
DI 10.1525/cmr.2014.56.4.124
PG 20
WC Business; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA AN7UZ
UT WOS:000340807800006
OA Green Published
DA 2024-07-19
ER

PT J
AU Kessels, U
   Heyder, A
   Latsch, M
   Hannover, B
AF Kessels, Ursula
   Heyder, Anke
   Latsch, Martin
   Hannover, Bettina
TI How gender differences in academic engagement relate to students' gender
   identity
SO EDUCATIONAL RESEARCH
LA English
DT Article
DE academic achievement; gender stereotypes; gender differences; gender
   identity; academic engagement
ID SCHOOL; MATH; STEREOTYPES; MATHEMATICS; STRATEGY; PHYSICS; CHOICES;
   FEMALE; IMAGE
AB Background: Gender differences in educational outcomes encompass many different areas. For example, in some educational settings, boys lag behind girls on indicators of educational success, such as leaving certificates and type of school attended. In studies testing performance, boys typically show lower competence in reading compared with girls, yet tend to show higher competence in school subjects related to mathematics. While such differences in competence between the genders can be relatively small, they coincide with much greater differences in motivation-related variables emerging during the school years, and thus seem to channel students into lifelong gendered pathways via gendered educational and occupational preferences. Purpose: From a psychological perspective, we propose the Interests as Identity Regulation Model (IIRM) as a useful tool for understanding many of the gender differences in educational outcomes. Specifically, the focus is on two areas of research: girls' and women's under-representation in subjects such as maths and science; and boys' lower engagement at school in general. Sources of evidence: Findings from recent research, mostly from a psychological perspective using quantitative measures and empirical studies testing the IIRM, are reported to illustrate different aspects of the interplay between students' gender identity and gendered social meanings of academic domains (such as maths), as well as academic engagement in general. Main argument: IIRM suggests that the perceived fit between students' gender identity and the gendered social meanings associated with different possible behaviours at school (e.g. choosing a subject, investing effort or not) is a relevant heuristic for students' directing of their learning activities. The male stereotyping of maths and science implies a greater misfit between girls' gender identity and engagement in these domains. The perception that displaying effort and engagement at school is feminine leads to a misfit between boys' gender identity and academic engagement in general. Conclusions: Attempts to alleviate gender differences in educational outcomes that channel students into lifelong gendered pathways with regard to qualifications and occupations will benefit from an understanding of how closely these academic choices are related to students' gender identity. Interventions should aim at enhancing the individually perceived fit between a student's gender identity and engagement in specific subjects or learning activities. The nature of such interventions will be an important topic of future research.
C1 [Kessels, Ursula; Heyder, Anke; Latsch, Martin; Hannover, Bettina] Free Univ Berlin, Dept Educ & Psychol, Berlin, Germany.
C3 Free University of Berlin
RP Kessels, U (corresponding author), Free Univ Berlin, Dept Educ & Psychol, Berlin, Germany.
EM ursula.kessels@fu-berlin.de
RI Hannover, Bettina/CAF-0847-2022; Heyder, Anke/U-2248-2019; Hannover,
   Bettina/CAH-6542-2022
OI Heyder, Anke/0000-0002-1578-4894; Hannover, Bettina/0000-0003-1916-8455
CR [Anonymous], 2010, SPRACHLICHE KOMPETEN
   [Anonymous], 2007, GEND ED EV PUP ENGL
   [Anonymous], 2011, ED GLANC
   [Anonymous], PISA 2003
   [Anonymous], GLOBAL GENDER GAP RE
   [Anonymous], JUNGENFORSCHUNG EMPI
   [Anonymous], 2013, PISA 2012 RES WHAT S
   Becker M, 2006, Z PADAGOG PSYCHOL, V20, P233, DOI 10.1024/1010-0652.20.4.233
   Boehnke K., 2008, SOC PSYCHOL EDUC, V11, P149
   Chatard A, 2007, J EXP SOC PSYCHOL, V43, P1017, DOI 10.1016/j.jesp.2006.10.024
   Cvencek D, 2011, CHILD DEV, V82, P766, DOI 10.1111/j.1467-8624.2010.01529.x
   Driessen G, 2013, INT REV EDUC, V59, P67, DOI 10.1007/s11159-013-9352-6
   Drucker K., 2012, PIRLS 2011 INT RESUL
   EACEA, 2010, GEND DIFF ED OUTC ST
   Eccles J, 2011, INT J BEHAV DEV, V35, P195, DOI 10.1177/0165025411398185
   Elmore KC, 2012, CONTEMP EDUC PSYCHOL, V37, P176, DOI 10.1016/j.cedpsych.2011.05.003
   Else-Quest NM, 2010, PSYCHOL BULL, V136, P103, DOI 10.1037/a0018053
   FAGOT BI, 1985, J AM ACAD CHILD PSY, V24, P684, DOI 10.1016/S0002-7138(10)60110-0
   Frenzel AC, 2007, LEARN INSTR, V17, P478, DOI 10.1016/j.learninstruc.2007.09.001
   Greenwald AG, 1998, J PERS SOC PSYCHOL, V74, P1464, DOI 10.1037/0022-3514.74.6.1464
   Grunewald-Huber E, 2010, BILDUNGSVERLIERER NE, P223
   Hadjar Andreas, 2011, GESCHLECHTSSPEZIFISC
   Hannover B, 2004, LEARN INSTR, V14, P51, DOI 10.1016/j.learninstruc.2003.10.002
   Hannover B., 2012, ENTWICKLUNGSPSYCHOLO, P543
   Hannover B, 2011, Z PADAGOG PSYCHOL, V25, P89, DOI 10.1024/1010-0652/a000039
   Harter S, 2003, HANDBOOK OF SELF AND IDENTITY, P610
   Heyder A, 2013, SEX ROLES, V69, P605, DOI 10.1007/s11199-013-0309-9
   Huang CJ, 2013, EUR J PSYCHOL EDUC, V28, P663, DOI 10.1007/s10212-012-0134-5
   Kessels U, 2005, EUR J PSYCHOL EDUC, V20, P309, DOI 10.1007/BF03173559
   Kessels U., 2007, STUDIES ED QUALITY S, P283
   Kessels U., DO REAL HARD B UNPUB
   Kessels U., 2004, BILDUNGSQUALITAT SCH, P398
   Kessels U, 2008, BRIT J EDUC PSYCHOL, V78, P273, DOI 10.1348/000709907X215938
   Kessels U, 2006, BRIT J EDUC PSYCHOL, V76, P761, DOI 10.1348/000709905X59961
   Kessels U, 2013, LEARN INDIVID DIFFER, V23, P234, DOI 10.1016/j.lindif.2012.09.013
   Kiefer AK, 2007, PSYCHOL SCI, V18, P13, DOI 10.1111/j.1467-9280.2007.01841.x
   Lam SF, 2012, J SCHOOL PSYCHOL, V50, P77, DOI 10.1016/j.jsp.2011.07.004
   Lane KA, 2012, SEX ROLES, V66, P220, DOI 10.1007/s11199-011-0036-z
   Latsch M., SOCIAL PSYCHOL
   Mac-an-Ghaill M., 1994, The making of men
   Martinot D, 2012, SEX ROLES, V66, P210, DOI 10.1007/s11199-011-0032-3
   MEAD M, 1957, SCIENCE, V126, P384, DOI 10.1126/science.126.3270.384
   Mullis L V. S., 2012, TIMSS 2011 INT RESUL
   NIEDENTHAL PM, 1985, J PERS SOC PSYCHOL, V48, P575, DOI 10.1037/0022-3514.48.3.575
   Nosek BA, 2002, J PERS SOC PSYCHOL, V83, P44, DOI 10.1037//0022-3514.83.1.44
   Ruble DN, 2004, DEVELOPMENT OF THE SOCIAL SELF, P29, DOI 10.4324/9780203391099_chapter_2
   Snyder T.D., 2011, Digest of Education Statistics 2010
   Statistisches Bundesamt, 2011, BILD BEV
   Steele CM, 1997, AM PSYCHOL, V52, P613, DOI 10.1037/0003-066X.52.6.613
   Steffens MC, 2011, SEX ROLES, V64, P324, DOI 10.1007/s11199-010-9924-x
   Steffens MC, 2010, J EDUC PSYCHOL, V102, P947, DOI 10.1037/a0019920
NR 51
TC 94
Z9 126
U1 3
U2 108
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0013-1881
EI 1469-5847
J9 EDUC RES-UK
JI Educ. Res.
PD APR 3
PY 2014
VL 56
IS 2
SI SI
BP 220
EP 229
DI 10.1080/00131881.2014.898916
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AG0ET
UT WOS:000335088800008
DA 2024-07-19
ER

PT J
AU Sun, JCY
AF Sun, Jerry Chih-Yuan
TI Influence of polling technologies on student engagement: An analysis of
   student motivation, academic performance, and brainwave data
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Improving classroom teaching; Interactive learning environments;
   Teaching/learning strategies
ID AUDIENCE RESPONSE SYSTEMS; PARTICIPATION; BENEFITS; CLICKER
AB This study compared clicker technology against mobile polling and the Just-in-Time Teaching (JiTT) strategy to investigate how these methods may differently affect students' anxiety, self-efficacy, engagement, academic performance, and attention and relaxation as indicated by brainwave activity. The study utilized a quasi-experimental research design. To assess the differences between the effects of clickers and mobile polling, the study collected data from two courses at a large research university in Taiwan in which 69 students used either clickers or mobile polling. The results showed that mobile polling along with the JiTT strategy and in-class polls reduce graduate students' anxiety, improve student outcomes in an environment comprising both graduate and undergraduate students, and increase students' attention during polling. However, brainwave data revealed that during the polling activities, students' attention in the clicker and mobile polling groups respectively increased and decreased. Students nowadays do not find smartphones a novelty; however, incorporating them into class is still a potentially effective way to increase student attention and provide a direct way for instructors to observe the learning effects of lectures and improve their teaching approach on that basis. (C) 2013 Elsevier Ltd. All rights reserved.
C1 Natl Chiao Tung Univ, Inst Educ, Hsinchu, Taiwan.
C3 National Yang Ming Chiao Tung University
RP Sun, JCY (corresponding author), Natl Chiao Tung Univ, Inst Educ, 1001 Ta Hsueh Rd, Hsinchu, Taiwan.
EM csun@nctu.edu.tw
RI Sun, Jerry Chih-Yuan/C-5255-2009
OI Sun, Jerry Chih-Yuan/0000-0002-7892-4313
FU National Science Council of the Republic of China [NSC
   100-2511-S-009-012, NSC 101-2511-S-009-MY3]
FX This study is supported in part by the National Science Council of the
   Republic of China under contract numbers NSC 100-2511-S-009-012 and NSC
   101-2511-S-009-MY3. The author would like to thank instructors and the
   students who participated in this study and acknowledge the
   contributions of Chao-Hsiu Chen, Chih-Chien Lin, and William Shao-Chin
   who supported this research study and provided valuable comments.
CR Anderson L., 2009, TAXONOMY LEARNING TE
   [Anonymous], 2007, Educause Quarterly
   [Anonymous], 2011, P MEI COGSCI C
   Anthis K, 2011, TEACH PSYCHOL, V38, P189, DOI 10.1177/0098628311411895
   ASTIN AW, 1984, J COLL STUDENT DEV, V25, P297
   BANDURA A, 1977, PSYCHOL REV, V84, P191, DOI 10.1037/0033-295X.84.2.191
   Bloom B, 1956, TAXONOMY ED OBJECTIV
   Bode M., 2009, Notices of the American Mathematical Society, V56, P253
   Cai T., 2011, 2011 International Conference on e-Business and EGovernment ICEE, P1
   Covington M.V., 1992, MAKING GRADE SELF WO
   Crowley Katie, 2010, 2010 IEEE 10th International Conference on Advanced Learning Technologies (ICALT 2010), P276, DOI 10.1109/ICALT.2010.81
   Dallaire DH, 2011, TEACH PSYCHOL, V38, P199, DOI 10.1177/0098628311411898
   Elicker JD, 2011, TEACH PSYCHOL, V38, P147, DOI 10.1177/0098628311411789
   Fredricks JA, 2005, SEARCH I SER DEV ATT, P305
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Gilbert A., 2005, NEW BACK TO SCH CLIC
   Hanson TL., 2010, College Teaching, V59, P23, DOI [10.1080/87567555.2010.489078, DOI 10.1080/87567555.2010.489078]
   Jimenez C. O. S., 2011, 2011 IEEE International Games Innovation Conference (IGIC 2011), P31, DOI 10.1109/IGIC.2011.6115125
   Kay RH, 2009, COMPUT EDUC, V53, P819, DOI 10.1016/j.compedu.2009.05.001
   Kennedy GE, 2005, J COMPUT ASSIST LEAR, V21, P260, DOI 10.1111/j.1365-2729.2005.00133.x
   Koenig K., 2010, Journal of College Science Teaching, V39, P46
   Lasry N., 2008, PHYS TEACH, V46, P242
   Makino Y., 2012, 2012 9 INT C NETWORK, P1
   Mason RB, 2011, EDUC TECHNOL SOC, V14, P258
   Middlebrook G., 2013, ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios, P123
   Norhazman H, 2012, 2012 IEEE SYMPOSIUM ON COMPUTER APPLICATIONS AND INDUSTRIAL ELECTRONICS (ISCAIE 2012)
   Ottens A.J., 1991, COPING ACAD ANXIETY, V2nd
   Pintrich P.R., 1991, MOTIVATED STRATEGIES
   Rothkrantz LJM, 2004, LECT NOTES COMPUT SC, V3206, P449
   Stowell JR, 2007, TEACH PSYCHOL, V34, P253, DOI 10.1080/00986280701700391
   Sun J. C-Y., 2014, ED TECHNOLO IN PRESS
   Sun JCY, 2012, BRIT J EDUC TECHNOL, V43, P191, DOI 10.1111/j.1467-8535.2010.01157.x
   Trees A.R., 2007, LEARN MEDIA TECHNOL, V32, P21, DOI DOI 10.1080/17439880601141179
   Walsh JP, 2011, CBE-LIFE SCI EDUC, V10, P298, DOI 10.1187/cbe.11-03-0031
   Wang Q, 2013, IEEE T NEUR SYS REH, V21, P225, DOI 10.1109/TNSRE.2012.2236576
   Zeidner M., 2005, Handbook of competence and motivation, P141
NR 36
TC 111
Z9 132
U1 2
U2 109
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
EI 1873-782X
J9 COMPUT EDUC
JI Comput. Educ.
PD MAR
PY 2014
VL 72
BP 80
EP 89
DI 10.1016/j.compedu.2013.10.010
PG 10
WC Computer Science, Interdisciplinary Applications; Education &
   Educational Research
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science; Education & Educational Research
GA AA2MN
UT WOS:000330928800008
DA 2024-07-19
ER

PT J
AU Wang, MT
   Sheikh-Khalil, S
AF Wang, Ming-Te
   Sheikh-Khalil, Salam
TI Does Parental Involvement Matter for Student Achievement and Mental
   Health in High School?
SO CHILD DEVELOPMENT
LA English
DT Article
ID AFRICAN-AMERICAN STUDENTS; ACADEMIC SELF-EFFICACY; MIDDLE SCHOOL; SOCIAL
   SUPPORT; UNITED-STATES; ENGAGEMENT; YOUTH; TRAJECTORIES; DELINQUENCY;
   ADOLESCENCE
AB Parental involvement in education remains important for facilitating positive youth development. This study conceptualized parental involvement as a multidimensional constructincluding school-based involvement, home-based involvement, and academic socializationand examined the effects of different types of parental involvement in 10th grade on student achievement and depression in 11th grade (approximately ages 15-17years). In addition, this study tested whether parental involvement influenced adolescent outcomes by increasing their academic engagement in school. A total of 1,056 adolescents participated in the study (51% males; 53% European American, 40% African American, and 7% other). Parental involvement was found to improve academic and emotional functioning among adolescents. In addition, parental involvement predicted adolescent academic success and mental health both directly and indirectly through behavioral and emotional engagement.
C1 [Wang, Ming-Te] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
   [Sheikh-Khalil, Salam] Univ Michigan, Ann Arbor, MI 48109 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; University of Michigan System; University of Michigan
RP Wang, MT (corresponding author), 230 South Bouquet St, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
CR Anguiano RPV, 2004, J FAM ISSUES, V25, P61, DOI 10.1177/0192513X03256805
   [Anonymous], 1985, PSYCHOPHARMACOL BULL
   [Anonymous], 1996, FamilySchool Links: How Do They Affect Educational Outcomes?
   Baird GL, 2009, J SOC CLIN PSYCHOL, V28, P881, DOI 10.1521/jscp.2009.28.7.881
   Baraldi AN, 2010, J SCHOOL PSYCHOL, V48, P5, DOI 10.1016/j.jsp.2009.10.001
   Barrett P, 2002, J CHILD PSYCHOL PSYC, V43, P597, DOI 10.1111/1469-7610.00049
   Bean RA, 2006, J FAM ISSUES, V27, P1335, DOI 10.1177/0192513X06289649
   Chavkin N., 1989, J SOCIOL SOC WELFARE, V16, P17
   Chen WB, 2009, J EDUC RES, V103, P53, DOI 10.1080/00220670903231250
   Cheung CSS, 2011, CHILD DEV, V82, P932, DOI 10.1111/j.1467-8624.2011.01582.x
   Collins WA, 2004, J EARLY ADOLESCENCE, V24, P55, DOI 10.1177/0272431603260882
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   Cross WE, 2003, J SOC ISSUES, V59, P67, DOI 10.1111/1540-4560.t01-1-00005
   DELGADOGAITAN C, 1994, ANTHROPOL EDUC QUART, V25, P298, DOI 10.1525/aeq.1994.25.3.04x0146p
   Deslandes R, 2002, SCHOOL PSYCHOL INT, V23, P220, DOI 10.1177/01434302023002919
   DORNBUSCH SM, 1987, CHILD DEV, V58, P1244, DOI 10.1111/j.1467-8624.1987.tb01455.x
   Duchesne S, 2009, J EARLY ADOLESCENCE, V29, P743, DOI 10.1177/0272431608325502
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Elliot D.S., 1989, MULTIPLE PROBLEM YOU
   Epstein J.L., 2002, HDB PARENTING, V5, P407
   Fan WH, 2010, EDUC PSYCHOL-UK, V30, P53, DOI 10.1080/01443410903353302
   Fan XT, 2001, EDUC PSYCHOL REV, V13, P1, DOI 10.1023/A:1009048817385
   Flouri E, 2003, BRIT J SOC WORK, V33, P399, DOI 10.1093/bjsw/33.3.399
   Gottfredson G.D., 1984, EFFECTIVE SCH BATTER
   Grolnick WS, 2007, DEV PSYCHOL, V43, P991, DOI 10.1037/0012-1649.43.4.991
   Grolnick WS, 2000, J RES ADOLESCENCE, V10, P465, DOI 10.1207/SJRA1004_05
   GROLNICK WS, 1994, CHILD DEV, V65, P237, DOI 10.2307/1131378
   Gutman LM, 2002, AM J COMMUN PSYCHOL, V30, P367, DOI 10.1023/A:1015389103911
   Gutman LM, 2000, J YOUTH ADOLESCENCE, V29, P223, DOI 10.1023/A:1005108700243
   Hill N.E., 2009, Families, schools, and the adolescent: Connecting research, policy, and practice
   Hill NE, 2010, J SOC ISSUES, V66, P95, DOI 10.1111/j.1540-4560.2009.01635.x
   Hill NE, 2009, DEV PSYCHOL, V45, P740, DOI 10.1037/a0015362
   Hill NE, 2004, CURR DIR PSYCHOL SCI, V13, P161, DOI 10.1111/j.0963-7214.2004.00298.x
   Hill NE, 2004, CHILD DEV, V75, P1491, DOI 10.1111/j.1467-8624.2004.00753.x
   Hill NE, 2001, J EDUC PSYCHOL, V93, P686, DOI 10.1037//0022-0663.93.4.686
   Hoff E., 2002, HDB PARENTING, P231, DOI DOI 10.4324/9780429401459-13
   Hong S, 2005, J EDUC PSYCHOL, V97, P32, DOI 10.1037/0022-0663.97.1.32
   Jeynes WH, 2007, URBAN EDUC, V42, P82, DOI 10.1177/0042085906293818
   Johnson MK, 2001, SOCIOL EDUC, V74, P318, DOI 10.2307/2673138
   Jordan WJ, 2000, SCHOOLING STUDENTS PLACED AT RISK, P83
   Kline RB, 1998, Principles and Practices of Structural Equation Modeling, V3rd
   Lareau A., 2003, UNEQUAL CHILDHOODS C
   Lareau A., 1996, FAMILY SCH LINKS THE, P57
   Li YB, 2011, DEV PSYCHOL, V47, P233, DOI 10.1037/a0021307
   MacKinnon DP, 2002, PSYCHOL METHODS, V7, P83, DOI 10.1037/1082-989X.7.1.83
   Masten AS, 2005, DEV PSYCHOL, V41, P733, DOI 10.1037/0012-1649.41.5.733
   Newman BM, 2007, ADOLESCENCE, V42, P441
   Patall EA, 2008, REV EDUC RES, V78, P1039, DOI 10.3102/0034654308325185
   Perna LW, 2005, J HIGH EDUC-UK, V76, P485, DOI 10.1353/jhe.2005.0036
   Pomerantz EM, 2006, J EDUC PSYCHOL, V98, P99, DOI 10.1037/0022-0663.98.1.99
   Pomerantz EM, 2005, DEV PSYCHOL, V41, P414, DOI 10.1037/0012-1649.41.2.414
   Pomerantz EM, 2003, CHILD DEV, V74, P329, DOI 10.1111/1467-8624.7402001
   Pomerantz EM, 2007, REV EDUC RES, V77, P373, DOI 10.3102/003465430305567
   Roeser R.W., 2000, HDB DEV PSYCHOPATHOL, P135, DOI [DOI 10.1007/978-1-4615-4163-9_8, 10.1007/978-1-4615-4163-9_8]
   Rowley S., 2010, Handbook of research on schools, schooling, and human development, P275
   Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
   Seginer R, 2006, PARENT-SCI PRACT, V6, P1, DOI 10.1207/s15327922par0601_1
   Shumow L, 2002, PARENT-SCI PRACT, V2, P127, DOI 10.1207/S15327922PAR0202_03
   Simons-Morton BG, 2003, J SCHOOL HEALTH, V73, P121, DOI 10.1111/j.1746-1561.2003.tb03586.x
   Sirin SR, 2005, REV EDUC RES, V75, P417, DOI 10.3102/00346543075003417
   Skinner E.A., 1994, LIFE SPAN DEV BEHAV, P91
   Skinner E.A., 2009, Handbook of motivation at school, P223, DOI DOI 10.1037/0003-066X.55.1.68
   Spera C, 2005, EDUC PSYCHOL REV, V17, P120, DOI 10.1007/s10648-005-3950-1
   Vander Stoep A, 2003, J BEHAV HEALTH SER R, V30, P119, DOI 10.1007/BF02287817
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Wang MT, 2013, DEV PSYCHOL, V49, P690, DOI 10.1037/a0027916
   Wang MT, 2012, CHILD DEV, V83, P1716, DOI 10.1111/j.1467-8624.2012.01808.x
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   Wang MT, 2012, J RES ADOLESCENCE, V22, P31, DOI 10.1111/j.1532-7795.2011.00753.x
   Wang MT, 2011, J SCHOOL PSYCHOL, V49, P465, DOI 10.1016/j.jsp.2011.04.001
   Wang MT, 2010, AM EDUC RES J, V47, P633, DOI 10.3102/0002831209361209
   Wang MT, 2009, SCHOOL PSYCHOL QUART, V24, P240, DOI 10.1037/a0017999
   Wang Q, 2007, CHILD DEV, V78, P1592, DOI 10.1111/j.1467-8624.2007.01085.x
NR 73
TC 283
Z9 533
U1 25
U2 202
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD MAR
PY 2014
VL 85
IS 2
BP 610
EP 625
DI 10.1111/cdev.12153
PG 16
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA AC9IM
UT WOS:000332847900018
PM 24033259
OA Green Published
DA 2024-07-19
ER

PT J
AU Wang, MT
   Fredricks, JA
AF Wang, Ming-Te
   Fredricks, Jennifer A.
TI The Reciprocal Links Between School Engagement, Youth Problem Behaviors,
   and School Dropout During Adolescence
SO CHILD DEVELOPMENT
LA English
DT Article
ID STUDENT ENGAGEMENT; ANTISOCIAL-BEHAVIOR; ACADEMIC ENGAGEMENT; SUBSTANCE
   USE; TRAJECTORIES; DELINQUENCY; FAMILY; ACHIEVEMENT; MIDDLE; PERCEPTIONS
AB Drawing on the self-system model, this study conceptualized school engagement as a multidimensional construct, including behavioral, emotional, and cognitive engagement, and examined whether changes in the three types of school engagement related to changes in problem behaviors from 7th through 11th grades (approximately ages 12-17). In addition, a transactional model of reciprocal relations between school engagement and problem behaviors was tested to predict school dropout. Data were collected on 1,272 youth from an ethnically and economically diverse county (58% African American, 36% European American; 51% females). Results indicated that adolescents who had declines in behavioral and emotional engagement with school tended to have increased delinquency and substance use over time. There were bidirectional associations between behavioral and emotional engagement in school and youth problem behaviors over time. Finally, lower behavioral and emotional engagement and greater problem behaviors predicted greater likelihood of dropping out of school.
C1 [Wang, Ming-Te] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
   [Fredricks, Jennifer A.] Connecticut Coll, New London, CT 06320 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; Connecticut College
RP Wang, MT (corresponding author), Univ Pittsburgh, 230 South Bouquet St, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
FU NIDA NIH HHS [DA034151-02, R03 DA034151] Funding Source: Medline
CR Alexander KL, 1997, SOCIOL EDUC, V70, P87, DOI 10.2307/2673158
   Appleton JJ, 2008, PSYCHOL SCHOOLS, V45, P369, DOI 10.1002/pits.20303
   Archambault I, 2009, J ADOLESCENCE, V32, P651, DOI 10.1016/j.adolescence.2008.06.007
   Bachman J., 2000, Monitoring the future: A continuing study of American youth
   Bachman J.G., 2008, The education-drug use connection: How successes and failures in school relate to adolescent smoking, drinking, drug use and delinquency
   Barnes GM, 2007, J YOUTH ADOLESCENCE, V36, P697, DOI 10.1007/s10964-006-9075-0
   Battin-Pearson S, 2000, J EDUC PSYCHOL, V92, P568, DOI 10.1037//0022-0663.92.3.568
   Bronfenbrenner U, 1979, The Ecology of Human Development: Experiments by Nature and Design, DOI DOI 10.2307/J.CTV26071R6
   Bronfenbrenner U., 1998, The ecology of developmental processes, V5th, P993, DOI DOI 10.1002/9780470147658.CHPSY0114
   Christenson SL, 2004, CURR DIR PSYCHOL SCI, V13, P36, DOI 10.1111/j.0963-7214.2004.01301010.x
   Christenson SL, 2001, SCHOOL PSYCHOL QUART, V16, P468, DOI 10.1521/scpq.16.4.468.19898
   Cole DA, 2003, J ABNORM PSYCHOL, V112, P558, DOI 10.1037/0021-843X.112.4.558
   Crosnoe R, 2002, J ADOLESCENT RES, V17, P143, DOI 10.1177/0743558402172003
   Deci E., 2000, CONCEPTIONS SELF DIR, P75
   DISHION TJ, 1991, DEV PSYCHOL, V27, P172, DOI 10.1037/0012-1649.27.1.172
   Dornbusch SM, 2001, J ADOLESCENT RES, V16, P396, DOI 10.1177/0743558401164006
   Farrell E., 1990, HANGING DROPPING OUT
   Fine M., 1991, Framing dropouts: Notes on the politics of an urban public high school
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   FINN JD, 1993, J NEGRO EDUC, V62, P249, DOI 10.2307/2295464
   Ford JA, 2005, SOCIOL INQ, V75, P109, DOI 10.1111/j.1475-682X.2005.00114.x
   Fredricks J. A., 2012, HDB RES STUDENT ENGA, P319
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   French DC, 2001, J RES ADOLESCENCE, V11, P225, DOI 10.1111/1532-7795.00011
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Gardner TW, 2008, J ABNORM CHILD PSYCH, V36, P273, DOI 10.1007/s10802-007-9176-6
   Garnier HE, 1997, AM EDUC RES J, V34, P395
   Hirschfield PJ, 2011, J YOUTH ADOLESCENCE, V40, P3, DOI 10.1007/s10964-010-9579-5
   Hirschi T., 2017, Causes of delinquency
   Janosz M, 2008, J SOC ISSUES, V64, P21, DOI 10.1111/j.1540-4560.2008.00546.x
   Jimerson S, 2000, J SCHOOL PSYCHOL, V38, P525, DOI 10.1016/S0022-4405(00)00051-0
   Jimerson S.R., 2003, CALIFORNIA SCH PSYCH, V8, P7, DOI [DOI 10.1007/BF03340893, 10.1007/BF03340893, 10.1007/bf03340893]
   Klem AM, 2004, J SCHOOL HEALTH, V74, P262, DOI 10.1111/j.1746-1561.2004.tb08283.x
   Li YB, 2011, DEV PSYCHOL, V47, P233, DOI 10.1037/a0021307
   Loukas A, 2009, J YOUTH ADOLESCENCE, V38, P804, DOI 10.1007/s10964-008-9312-9
   Lynskey MT, 2003, ADDICTION, V98, P685, DOI 10.1046/j.1360-0443.2003.00356.x
   Masten AS, 2004, ANN NY ACAD SCI, V1021, P310, DOI 10.1196/annals.1308.036
   MENSCH BS, 1988, SOCIOL EDUC, V61, P95, DOI 10.2307/2112267
   Morrison GM, 2002, J CLIN PSYCHOL, V58, P277, DOI 10.1002/jclp.10022
   PINTRICH PR, 1990, J EDUC PSYCHOL, V82, P33, DOI 10.1037/0022-0663.82.1.33
   Pintrich PR, 2004, EDUC PSYCHOL REV, V16, P385, DOI 10.1007/s10648-004-0006-x
   Resnick MD, 1997, JAMA-J AM MED ASSOC, V278, P823, DOI 10.1001/jama.278.10.823
   Rumberger R.W., 2004, DROPOUTS AM, P131
   Rumberger RW, 1998, AM J EDUC, V107, P1, DOI 10.1086/444201
   Ryan R.M., 1994, J EARLY ADOLESCENCE, V14, P226, DOI [10.1177/027243169401400207, DOI 10.1177/027243169401400207]
   Schulenberg J, 1996, J STUD ALCOHOL, V57, P289, DOI 10.15288/jsa.1996.57.289
   Schulenberg J.E., 2006, Applied Developmental Science, V10, P107, DOI [DOI 10.1207/S1532480XASA1002_6, 10.1207/s1532480xads1002_6, DOI 10.1207/S1532480XADS1002_6]
   SIMPSON EH, 1949, NATURE, V163, P688, DOI 10.1038/163688a0
   Skinner E.A., 1994, LIFE SPAN DEV BEHAV, P91
   Skinner E.A., 2009, Handbook of motivation at school, P223, DOI DOI 10.1037/0003-066X.55.1.68
   Skinner EA, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P21, DOI 10.1007/978-1-4614-2018-7_2
   South SJ, 2007, SOC SCI RES, V36, P68, DOI 10.1016/j.ssresearch.2005.10.001
   Steinberg L., 1996, Beyond the classroom: Why school reform has failed and what parents need to do
   Steinberg L., 1998, NEW PERSPECTIVES ADO, P392, DOI 10.1017/CBO9780511571138
   Sutherland K., 2005, J CHILD FAM STUD, V14, P1, DOI [DOI 10.1007/S10826-005-1106-Z, 10.1007/s10826-005-1106-z]
   THORNBERRY TP, 1991, J CRIM LAW CRIM, V82, P3
   Townsend L, 2007, CLIN CHILD FAM PSYCH, V10, P295, DOI 10.1007/s10567-007-0023-7
   TREMBLAY RE, 1992, J CONSULT CLIN PSYCH, V60, P64, DOI 10.1037/0022-006X.60.1.64
   Voelkl KE, 1997, AM J EDUC, V105, P294, DOI 10.1086/444158
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Wang MT, 2013, DEV PSYCHOL, V49, P1266, DOI 10.1037/a0030028
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   Wang MT, 2012, J RES ADOLESCENCE, V22, P40, DOI 10.1111/j.1532-7795.2011.00763.x
   Wang MT, 2011, DEV PSYCHOL, V47, P1324, DOI 10.1037/a0024026
   Wang MT, 2011, J SCHOOL PSYCHOL, V49, P465, DOI 10.1016/j.jsp.2011.04.001
   Wang MT, 2010, AM EDUC RES J, V47, P633, DOI 10.3102/0002831209361209
   Wehlage G., 1989, Reducing the risk: Schools as communities of support
   Whitlock J.L., 2006, Applied Developmental Science, V10, P13, DOI [DOI 10.1207/S1532480XADS1001_2, 10.1207/s1532480xads1001_2]
   Widaman K.F., 2006, MONOGR SOC RES CHILD, V71, P42, DOI 10.1111/j.1540-5834.2006.00404.x
   Wigfield A, 2008, PSYCHOL SCHOOLS, V45, P432, DOI 10.1002/pits.20307
   Wolters C.A., 2010, Self-Regulated Learning and the 21 st Century Competencies
   Wong SK, 2005, J YOUTH ADOLESCENCE, V34, P321, DOI 10.1007/s10964-005-5755-4
   Yazzie-Mintz E., 2009, ENGAGING VOICES STUD
NR 73
TC 411
Z9 603
U1 25
U2 213
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD MAR
PY 2014
VL 85
IS 2
BP 722
EP 737
DI 10.1111/cdev.12138
PG 16
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA AC9IM
UT WOS:000332847900026
PM 23895361
OA Green Accepted
DA 2024-07-19
ER

PT J
AU Pietarinen, J
   Soini, T
   Pyhälto, K
AF Pietarinen, Janne
   Soini, Tiina
   Pyhalto, Kirsi
TI Students' emotional and cognitive engagement as the determinants of
   well-being and achievement in school
SO INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE Emotional and cognitive engagement; Subjective well-being; Learning
   outcomes
ID CLASSROOM SOCIAL-ENVIRONMENT; ACADEMIC ENGAGEMENT; ADOLESCENTS
   PERCEPTIONS; WORK ENGAGEMENT; MIDDLE SCHOOL; MOTIVATION; TRAJECTORIES;
   ELEMENTARY; BURNOUT; SELF
AB This study aims to gain a better understanding of the interrelation between students' emotional and cognitive engagement that is mediated by experienced well-being in school. The main hypothesis was that perceived emotional engagement constructed in the peer group and in teacher-student interaction together with school-related well-being contributes to students' perceived cognitive engagement and, further, to their school achievement. A total of 170 students from three case study schools were surveyed, and the hypothesis was tested using structural equation modelling (SEM). The results showed that students' cognitive engagement was highly dependent both on the dynamic interplay between students and the school environment and, more broadly, on the daily pedagogical practices adopted in schools. Moreover, the students' experience of school-related wellbeing was a key mediator for emotional and cognitive engagement and, further, contributed to their school achievement. The detected interrelation between student learning and subjective school-related well-being has potentially significant implications for further studies attempting to understand the complexity of the experience of engagement in the multiple social contexts provided by schools. The findings further imply that the focus in developing school pedagogical practices should be the dynamics between students and their learning environment rather than solely the individual or the environment. (C) 2014 Elsevier Ltd. All rights reserved.
C1 [Pietarinen, Janne] Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Joensuu, Finland.
   [Soini, Tiina] Univ Tampere, Sch Educ, FI-33014 Tampere, Finland.
   [Pyhalto, Kirsi] Univ Helsinki, Ctr Res & Dev Higher Educ, Inst Behav Sci, FIN-00014 Helsinki, Finland.
C3 University of Eastern Finland; Tampere University; University of
   Helsinki
RP Pietarinen, J (corresponding author), Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Yliopistokatu 2,POB 111, Joensuu, Finland.
EM janne.pietarinen@uef.fi; tiina.soini@uta.fi; kirsi.pyhalto@helsinki.fi
OI Pyhalto, Kirsi/0000-0002-8766-0559; Soini, Tiina/0000-0002-0637-8931
FU Ministry of Education and Culture
FX This research is funded by the Ministry of Education and Culture.
CR Aho E., 2006, POLICY DEV REFORM PR, V2
   [Anonymous], OV CHILD WELL BEING
   [Anonymous], 2009, DOING BETT CHILDR, DOI DOI 10.1787/9789264059344-EN
   [Anonymous], 2006, SOCIAL INDICATORS RE
   [Anonymous], 2010, ED TRANSITIONS MOVIN
   Appleton JJ, 2006, J SCHOOL PSYCHOL, V44, P427, DOI 10.1016/j.jsp.2006.04.002
   Archambault I, 2009, J ADOLESCENCE, V32, P651, DOI 10.1016/j.adolescence.2008.06.007
   Buhs ES, 2001, DEV PSYCHOL, V37, P550, DOI 10.1037//0012-1649.37.4.550
   Caraway K, 2003, PSYCHOL SCHOOLS, V40, P417, DOI 10.1002/pits.10092
   Chapman E., 2003, PRACTICAL ASSESSMENT, V8
   Creed PA, 2003, J ADOLESCENCE, V26, P295, DOI 10.1016/S0140-1971(03)00015-0
   Davidson AL, 1999, URBAN EDUC, V34, P338, DOI 10.1177/0042085999343004
   Deci EL, 2008, CAN PSYCHOL, V49, P14, DOI 10.1037/0708-5591.49.1.14
   ECCLES J, 1993, CHILD DEV, V64, P830, DOI 10.1111/j.1467-8624.1993.tb02946.x
   Eccles JS, 2008, RES HUM DEV, V5, P231, DOI 10.1080/15427600802493973
   Eccles JS, 2004, J EARLY ADOLESCENCE, V24, P63, DOI 10.1177/0272431603260919
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Engels N, 2004, EDUC STUD-UK, V30, P127, DOI 10.1080/0305569032000159787
   Fall AM, 2012, J ADOLESCENCE, V35, P787, DOI 10.1016/j.adolescence.2011.11.004
   Finn JD, 1997, J APPL PSYCHOL, V82, P221, DOI 10.1037/0021-9010.82.2.221
   Fischer F, 2013, EUR J PSYCHOL EDUC, V28, P529, DOI 10.1007/s10212-012-0127-4
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Galton M., 2000, INT J EDUC RES, V33, P443, DOI DOI 10.1016/S0883-0355(00)00027-6
   Gest SD, 2005, J SCHOOL PSYCHOL, V43, P281, DOI 10.1016/j.jsp.2005.06.002
   Gleason P., 2002, Journal of Education for Students Placed At Risk, V7, P25, DOI [DOI 10.1207/S15327671ESPR0701_3, 10.1207/S15327671ESPR0701_3]
   González-Romá V, 2006, J VOCAT BEHAV, V68, P165, DOI 10.1016/j.jvb.2005.01.003
   Goodenow C., 1993, The Journal of Early Adolescence, V13, P21, DOI [DOI 10.1177/0272431693013001002, 10.1177/0272431693013001002, https://doi.org/10.1177/0272431693013001002]
   Gresalfi M, 2009, EDUC STUD MATH, V70, P49, DOI 10.1007/s10649-008-9141-5
   Guay F, 1999, J EDUC PSYCHOL, V91, P105, DOI 10.1037/0022-0663.91.1.105
   Hakanen JJ, 2006, J SCHOOL PSYCHOL, V43, P495, DOI 10.1016/j.jsp.2005.11.001
   Hofer M, 2007, LEARN INSTR, V17, P17, DOI 10.1016/j.learninstruc.2006.11.003
   Hughes JN, 2006, J SCHOOL PSYCHOL, V43, P465, DOI 10.1016/j.jsp.2005.10.001
   Hughes JN, 2001, J SCHOOL PSYCHOL, V39, P289, DOI 10.1016/S0022-4405(01)00074-7
   Jennings G., 2003, The California School Psychologist, V8, P43
   Jimerson S.R., 2003, CALIFORNIA SCH PSYCH, V8, P7, DOI [DOI 10.1007/BF03340893, 10.1007/BF03340893, 10.1007/bf03340893]
   Kiuru N., 2008, STUDIES ED PSYCHOL S
   Kiuru N, 2008, MERRILL PALMER QUART, V54, P23, DOI 10.1353/mpq.2008.0008
   Konu A, 2002, HEALTH PROMOT INT, V17, P79, DOI 10.1093/heapro/17.1.79
   Ladd GW, 2009, J EDUC PSYCHOL, V101, P190, DOI 10.1037/a0013153
   Li YB, 2013, J YOUTH ADOLESCENCE, V42, P20, DOI 10.1007/s10964-012-9857-5
   Linnenbrink-Garcia L, 2011, CONTEMP EDUC PSYCHOL, V36, P1, DOI 10.1016/j.cedpsych.2010.11.004
   Lleras C., 2005, Encyclopedia of social measurement, V3, P25, DOI DOI 10.1016/B0-12-369398-5/00483-7
   Mäkikangas A, 2003, PERS INDIV DIFFER, V35, P537, DOI 10.1016/S0191-8869(02)00217-9
   Mäkinen J, 2004, HIGH EDUC, V48, P173, DOI 10.1023/B:HIGH.0000034312.79289.ab
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   MASLACH C, 1981, J OCCUP BEHAV, V2, P99, DOI 10.1002/job.4030020205
   Midgley C, 1998, EDUC PSYCHOL, V33, P195, DOI 10.1207/s15326985ep3304_4
   National Institute for Health and Welfare, 2013, SCH HLTH PROM SHP ST
   Nunnally JC, 1978, PSYCHOMETRIC THEORY
   Osterman KF, 2000, REV EDUC RES, V70, P323, DOI 10.3102/00346543070003323
   Patrick H, 2007, J EDUC PSYCHOL, V99, P83, DOI 10.1037/0022-0663.99.1.83
   Pelletier LG, 2002, J EDUC PSYCHOL, V94, P186, DOI 10.1037//0022-0663.94.1.186
   Pianta RC, 2004, SCHOOL PSYCHOL REV, V33, P444
   Powell DR, 2008, EARLY CHILD RES Q, V23, P108, DOI 10.1016/j.ecresq.2007.04.001
   Pyhältö K, 2010, EUR J PSYCHOL EDUC, V25, P207, DOI 10.1007/s10212-010-0013-x
   Ravet J, 2007, BRIT J SPEC EDUC, V34, P234, DOI 10.1111/j.1467-8578.2007.00484.x
   Reeve J, 2011, CONTEMP EDUC PSYCHOL, V36, P257, DOI 10.1016/j.cedpsych.2011.05.002
   Ryan AM, 2001, AM EDUC RES J, V38, P437, DOI 10.3102/00028312038002437
   Salmela-Aro K, 2008, EUR PSYCHOL, V13, P12, DOI 10.1027/1016-9040.13.1.12
   Salmela-Aro K, 2011, J VOCAT BEHAV, V79, P145, DOI 10.1016/j.jvb.2011.01.002
   Salmela-Aro K, 2009, EUR J PSYCHOL ASSESS, V25, P48, DOI 10.1027/1015-5759.25.1.48
   Schaufeli WB, 2002, J CROSS CULT PSYCHOL, V33, P464, DOI 10.1177/0022022102033005003
   School Statistics, 2012, OFF STAT FINL ENTR E
   Schunk D.H., 2005, Handbook of competence and motivation, P85
   Sedaghat M, 2011, PROCD SOC BEHV, V15, P2406, DOI 10.1016/j.sbspro.2011.04.117
   Sharkey JD, 2008, PSYCHOL SCHOOLS, V45, P402, DOI 10.1002/pits.20305
   Shernoff DJ, 2008, J YOUTH ADOLESCENCE, V37, P564, DOI 10.1007/s10964-007-9241-z
   Silver RB, 2005, J SCHOOL PSYCHOL, V43, P39, DOI 10.1016/j.jsp.2004.11.003
   Skinner E.A., 2009, Handbook of motivation at school, P223, DOI DOI 10.1037/0003-066X.55.1.68
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Skinner EA, 1998, MONOGR SOC RES CHILD, V63, P1
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   Skinner EA, 2009, EDUC PSYCHOL MEAS, V69, P493, DOI 10.1177/0013164408323233
   Swanson CB, 1999, SOCIOL EDUC, V72, P54, DOI 10.2307/2673186
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Wang MT, 2012, J RES ADOLESCENCE, V22, P31, DOI 10.1111/j.1532-7795.2011.00753.x
   Wang MT, 2011, J SCHOOL PSYCHOL, V49, P465, DOI 10.1016/j.jsp.2011.04.001
   Wang MT, 2010, AM EDUC RES J, V47, P633, DOI 10.3102/0002831209361209
   Watt DF, 2004, J CONSCIOUSNESS STUD, V11, P77
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Willms J. D., 2003, STUDENT ENGAGEMENT S
   Wu JY, 2010, J SCHOOL PSYCHOL, V48, P357, DOI 10.1016/j.jsp.2010.06.004
   You S, 2011, PROCD SOC BEHV, V29, DOI 10.1016/j.sbspro.2011.11.311
   You S, 2009, EDUC PSYCHOL-UK, V29, P659, DOI 10.1080/01443410903206815
   Zaff JF, 2011, J ADOLESCENCE, V34, P1207, DOI 10.1016/j.adolescence.2011.07.005
   Zimmer-Gembeck MJ, 2006, J ADOLESCENCE, V29, P911, DOI 10.1016/j.adolescence.2006.04.008
NR 87
TC 142
Z9 189
U1 8
U2 90
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0883-0355
J9 INT J EDUC RES
JI Int. J. Educ. Res.
PY 2014
VL 67
BP 40
EP 51
DI 10.1016/j.ijer.2014.05.001
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CD1JF
UT WOS:000350830500005
DA 2024-07-19
ER

PT J
AU Wang, MT
   Degol, J
AF Wang, Ming-Te
   Degol, Jessica
TI Motivational pathways to STEM career choices: Using expectancy-value
   perspective to understand individual and gender differences in STEM
   fields
SO DEVELOPMENTAL REVIEW
LA English
DT Article
DE Career choices; STEM; Individual and gender differences;
   Expectancy-value theory
ID CONGENITAL ADRENAL-HYPERPLASIA; CLASSROOM SOCIAL-ENVIRONMENT; SINGLE-SEX
   SCHOOLS; STEREOTYPE THREAT; MIDDLE SCHOOL; DIGIT RATIO; ADOLESCENTS
   PERCEPTIONS; TEACHER EXPECTATIONS; ACADEMIC ENGAGEMENT; ACHIEVEMENT
   GOALS
AB The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy-value theory as a guiding framework. The overarching goal of this paper is to provide both a well-defined theoretical framework and complementary empirical evidence for linking specific sociocultural, contextual, biological, and psychological factors to individual and gender differences in STEM interests and choices. Knowledge gained through this review will eventually guide future research and interventions designed to enhance individual motivation and capacity to pursue STEM careers, particularly for females who are interested in STEM but may be constrained by misinformation or stereotypes. (C) 2013 Elsevier Inc. All rights reserved.
C1 [Wang, Ming-Te; Degol, Jessica] Univ Pittsburgh, Sch Educ, Dept Appl Dev Psychol, Pittsburgh, PA 15260 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh
RP Wang, MT (corresponding author), 230 South Bouquet St, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
FU Direct For Education and Human Resources [1108778] Funding Source:
   National Science Foundation; Division Of Research On Learning [1108778]
   Funding Source: National Science Foundation
CR Abele AE, 2011, INT J BEHAV DEV, V35, P225, DOI 10.1177/0165025411398181
   Adelman C., 2006, The toolbox revisited: Paths to degree completion from high school through college
   Akiba M., 2007, Educational Researcher, V36, P369, DOI [10.3102/0013189X07308739, DOI 10.3102/0013189X07308739]
   Alexander GM, 2006, ARCH SEX BEHAV, V35, P699, DOI 10.1007/s10508-006-9038-2
   Andre T, 1999, J RES SCI TEACH, V36, P719, DOI 10.1002/(SICI)1098-2736(199908)36:6<719::AID-TEA8>3.0.CO;2-R
   ANNETT M, 1992, BRIT J PSYCHOL, V83, P493, DOI 10.1111/j.2044-8295.1992.tb02455.x
   [Anonymous], THESIS MACQUARRIE U
   [Anonymous], 2006, MINDSET
   [Anonymous], DEV PSYCHOL
   [Anonymous], WORK FAM GROW KIDS C
   [Anonymous], GEND EQ ED DAT SNAPS
   [Anonymous], GEND GAPS SCH STILL
   [Anonymous], 1996, HDB ED PSYCHOL
   [Anonymous], ENCOURAGING GIRLS MA
   [Anonymous], GEND DIFF CRIT TRANS
   [Anonymous], 2011, Women, minorities, and persons with disabilities in science and engineering
   [Anonymous], OFF AD VOC ED US DEP
   [Anonymous], REV ED RES
   [Anonymous], J CLASSROOM INTERACT
   [Anonymous], 2006014 US DEP ED I
   [Anonymous], ADV EXPT SOCIAL PSYC
   [Anonymous], 95710 NCES US DEP ED
   [Anonymous], GENDER DIFFERENCES M
   [Anonymous], SCI ENG DEGR 1996 20
   [Anonymous], 2010, The Mathematics of sex: How biology and society conspire to limit talented women and girls
   [Anonymous], 2008, VISIBLE LEARNING SYN
   [Anonymous], GRADUATING HIG UNPUB
   [Anonymous], J SOCIAL PSYCHOL
   [Anonymous], SCI ENG IND 2012
   [Anonymous], 2004, ENG SCH FOST HIGH SC
   [Anonymous], PROFILES ENG ENG TEC
   [Anonymous], 2000, Sex differences in cognitive abilities
   [Anonymous], GENDER DIFFERENCES M
   [Anonymous], J PERSONALITY SOCIAL
   [Anonymous], 2010, Why So Few? Women in Science, Technology, Engineering, and Mathematics
   [Anonymous], HIGHER ED
   [Anonymous], ARE STEM STUDENT SWH
   Appel M, 2011, EUR J SOC PSYCHOL, V41, P904, DOI 10.1002/ejsp.835
   Appleton JJ, 2011, SCHOOL SCI MATH, V111, P143, DOI 10.1111/j.1949-8594.2011.00072.x
   Arcidiacono P, 2004, J ECONOMETRICS, V121, P343, DOI 10.1016/j.jeconom.2003.10.010
   Arias JJ, 2004, J ECON EDUC, V35, P311, DOI 10.3200/JECE.35.4.311-329
   Arnett J.J., 2004, Emerging adulthood: The winding road from the late teens through the twenties
   Aronson J., 2002, Improving academic achievement: Impact of psychological factors on education, P281
   Aronson J., 2005, HDB COMPETENCE MOTIV, P436
   ATWATER AM, 1995, J RES SCI TEACH, V32, P665
   BAENNINGER M, 1989, SEX ROLES, V20, P327, DOI 10.1007/BF00287729
   Bailey S., 1992, The AAUW report: How schools shortchange girls
   Balfanz R., 2002, Journal for Vocational Special Needs Education, V25, P24
   Balfanz R, 2007, EDUC PSYCHOL-US, V42, P223, DOI 10.1080/00461520701621079
   Bandura A., 1963, SOCIAL LEARNING PERS
   Barbercheck M., 2001, Women, Science, and Technology, V1st, P117
   Baron-Cohen S, 2005, SCIENCE, V310, P819, DOI 10.1126/science.1115455
   Baron-Cohen S., 2003, ESSENTIAL DIFFERENCE
   Becker J.R., 1981, J RES MATH EDUC, V12, P40, DOI DOI 10.2307/748657
   Benbow CP, 2000, PSYCHOL SCI, V11, P474, DOI 10.1111/1467-9280.00291
   Berenbaum S.A., 2007, WHY ARENT MORE WOMEN, P147
   BERGER MC, 1988, IND LABOR RELAT REV, V41, P418, DOI 10.2307/2523907
   Bergin DA, 1999, EDUC PSYCHOL-US, V34, P87, DOI 10.1207/s15326985ep3402_2
   Berndt TJ, 2002, ADV CHILD DEV BEHAV, V30, P275
   Betz NE, 2007, J CAREER ASSESSMENT, V15, P403, DOI 10.1177/1069072707305759
   Bhanot R, 2005, SEX ROLES, V52, P597, DOI 10.1007/s11199-005-3728-4
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   Black DA, 2003, ECON INQ, V41, P365, DOI 10.1093/ei/cbg014
   Blackwell LS, 2007, CHILD DEV, V78, P246, DOI 10.1111/j.1467-8624.2007.00995.x
   Blatchford Peter., 2003, CLASS SIZE DEBATE IS
   Bleeker MA, 2004, J EDUC PSYCHOL, V96, P97, DOI 10.1037/0022-0663.96.1.97
   Bouchey HA, 2005, J EDUC PSYCHOL, V97, P673, DOI 10.1037/0022-0663.97.4.673
   Brosnan MJ, 2006, BRIT J PSYCHOL, V97, P455, DOI 10.1348/000712605X85808
   Brown CS, 2010, SEX ROLES, V63, P860, DOI 10.1007/s11199-010-9856-5
   Buday SK, 2012, SEX ROLES, V66, P197, DOI 10.1007/s11199-011-0015-4
   Bussey K, 1999, PSYCHOL REV, V106, P676, DOI 10.1016/j.sbspro.2011.03.261
   Campbell SM, 2009, PSYCHOL WOMEN QUART, V33, P437, DOI 10.1111/j.1471-6402.2009.01521.x
   Carbonaro W, 2005, SOCIOL EDUC, V78, P27, DOI 10.1177/003804070507800102
   CASEY MB, 1989, NEUROPSYCHOLOGIA, V27, P689, DOI 10.1016/0028-3932(89)90113-9
   CATSAMBIS S, 1994, SOCIOL EDUC, V67, P199, DOI 10.2307/2112791
   Ceci S., 2007, Why aren't more women in science?: Top researchers debate the evidence
   Ceci S. J., 2006, aren't more women in science? Top researchers debate the evidence, P47
   Ceci SJ, 2011, PSYCHOL INQ, V22, P255, DOI 10.1080/1047840X.2011.619112
   Ceci SJ, 2010, CURR DIR PSYCHOL SCI, V19, P275, DOI 10.1177/0963721410383241
   Ceci SJ, 2011, P NATL ACAD SCI USA, V108, P3157, DOI 10.1073/pnas.1014871108
   Ceci SJ, 2009, PSYCHOL BULL, V135, P218, DOI 10.1037/a0014412
   Chalabaev A, 2009, J APPL SOC PSYCHOL, V39, P2469, DOI 10.1111/j.1559-1816.2009.00534.x
   CHEN CS, 1995, CHILD DEV, V66, P1215, DOI 10.1111/j.1467-8624.1995.tb00932.x
   Cherney ID, 2011, SEX ROLES, V65, P712, DOI 10.1007/s11199-011-0013-6
   Cheryan S, 2011, SOC PSYCHOL PERS SCI, V2, P656, DOI 10.1177/1948550611405218
   Cheryan S, 2012, SEX ROLES, V66, P184, DOI 10.1007/s11199-011-0060-z
   Coley R.J., 2002, An uneven start: Indicators of inequality in school readiness
   Coll C.Garcia., 2002, Handbook of parenting: Social conditions and applied parenting, V4, P1
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   Cooper J., 2003, GENDER COMPUTERS UND
   Corby BC, 2007, DEV PSYCHOL, V43, P261, DOI 10.1037/0012-1649.43.1.261
   Correll SJ, 2001, AM J SOCIOL, V106, P1691, DOI 10.1086/321299
   Covington M.V., 2002, Academic motivation of adolescents
   Crosnoe R, 2008, CHILD DEV, V79, P139, DOI 10.1111/j.1467-8624.2007.01116.x
   Crosnoe R, 2010, J EDUC PSYCHOL, V102, P407, DOI 10.1037/a0017762
   Crowley K, 2001, PSYCHOL SCI, V12, P258, DOI 10.1111/1467-9280.00347
   CRYSTAL DS, 1991, J EDUC PSYCHOL, V83, P372, DOI 10.1037/0022-0663.83.3.372
   Csikszentmihalyi M., 1997, Finding flow: the psychology of engagement with everyday life
   Cvencek D, 2011, CHILD DEV, V82, P766, DOI 10.1111/j.1467-8624.2010.01529.x
   Daly P., 2004, EVAL RES EDUC, V18, P129
   Damasio A, 1999, FEELING WHAT HAPPENS
   Dar-Nimrod I, 2006, SCIENCE, V314, P435, DOI 10.1126/science.1131100
   Davatzikos C, 1998, CEREB CORTEX, V8, P635, DOI 10.1093/cercor/8.7.635
   DAVIES M, 1981, AM J SOCIOL, V87, P363, DOI 10.1086/227462
   Davis-Kean P. E., 2003, BIENN M SOC RES CHIL
   Deci E., 2000, Conceptions of self-directed learning: theoretical and conceptual considerations
   Deutsch F.M., 2003, NASSP Bulletin, V87, P35, DOI DOI 10.1177/019263650308763504
   Diekman AB, 2011, J PERS SOC PSYCHOL, V101, P902, DOI 10.1037/a0025199
   Diekman AB, 2010, PSYCHOL SCI, V21, P1051, DOI 10.1177/0956797610377342
   Dishion T.J., 2001, NEW DIR CHILD ADOLES, V91, P79, DOI [10.1002/cd.6, DOI 10.1002/CD.6]
   Duckworth AL, 2006, J EDUC PSYCHOL, V98, P198, DOI 10.1037/0022-0663.98.1.198
   Durik AM, 2006, J EDUC PSYCHOL, V98, P382, DOI 10.1037/0022-0663.98.2.382
   Dweck C.S., 2008, Mindsets and math science achievement
   Eagly A.H., 2008, LABYRINTH TRUTH WOME
   Eagly A.H., 1987, JOHN M MACEACHRAN ME
   Eccles J., 1992, Talent development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development, P3
   Eccles J., 1998, INTEREST LEARNING P, P267
   Eccles J.S., 1983, Journal of Social Issues, V1, P1
   Eccles J.S., 2006, Optimizing student success in school with the other three Rs
   Eccles J.S., 1996, TRANSITIONS ADOLESCE, P251, DOI DOI 10.4324/9781315789286-10
   Eccles J.S., 1999, SEXISM STEREOTYPES M, P153, DOI [10.1037/10277-007, DOI 10.1037/10277-007]
   Eccles J. S., 1998, Handbook of child psychology: Vol. 3. Social, emotional, V5th ed., P1017, DOI DOI 10.1002/9780470147658
   Eccles J, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P133, DOI 10.1007/978-1-4614-2018-7_6
   Eccles J, 2009, EDUC PSYCHOL-US, V44, P78, DOI 10.1080/00461520902832368
   Eccles JS, 2005, NEW DIR CHILD ADOLES, V110, P7, DOI 10.1002/cd.146
   Eccles JS, 2011, J RES ADOLESCENCE, V21, P225, DOI 10.1111/j.1532-7795.2010.00725.x
   ECCLES JS, 1990, J SOC ISSUES, V46, P183, DOI 10.1111/j.1540-4560.1990.tb01929.x
   Eccles JS, 2004, J EARLY ADOLESCENCE, V24, P63, DOI 10.1177/0272431603260919
   ECCLES JS, 1994, PSYCHOL WOMEN QUART, V18, P585, DOI 10.1111/j.1471-6402.1994.tb01049.x
   ECCLES JS, 1987, PSYCHOL WOMEN QUART, V11, P135, DOI 10.1111/j.1471-6402.1987.tb00781.x
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   ECCLES JS, 1986, SIGNS, V11, P367, DOI 10.1086/494229
   Else-Quest NM, 2010, PSYCHOL BULL, V136, P103, DOI 10.1037/a0018053
   Erez A, 2002, J APPL PSYCHOL, V87, P1055, DOI 10.1037//0021-9010.87.6.1055
   FEINGOLD A, 1992, REV EDUC RES, V62, P61, DOI 10.3102/00346543062001061
   Felner RD, 2007, EDUC PSYCHOL-US, V42, P209, DOI 10.1080/00461520701621061
   Feniger Y, 2011, SEX ROLES, V65, P670, DOI 10.1007/s11199-010-9851-x
   Fennerman E., 1990, Educational Studies in Mathematics, V21, P55, DOI [DOI 10.1007/BF00311015, 10.1007/BF00311015]
   Ferrari M, 1998, EDUC PSYCHOL-US, V33, P35, DOI 10.1207/s15326985ep3301_3
   Ferriman K, 2009, J PERS SOC PSYCHOL, V97, P517, DOI 10.1037/a0016030
   FORGAS JP, 1995, PSYCHOL BULL, V117, P39, DOI 10.1037/0033-2909.117.1.39
   Frank KA, 2008, AM J SOCIOL, V113, P1645, DOI 10.1086/587153
   Fredricks JA, 2005, J SPORT EXERCISE PSY, V27, P3, DOI 10.1123/jsep.27.1.3
   Frenzel AC, 2007, LEARN INSTR, V17, P478, DOI 10.1016/j.learninstruc.2007.09.001
   Frenzel AC, 2010, J RES ADOLESCENCE, V20, P507, DOI 10.1111/j.1532-7795.2010.00645.x
   Friedel JM, 2007, CONTEMP EDUC PSYCHOL, V32, P434, DOI 10.1016/j.cedpsych.2006.10.009
   Frome PM, 1998, J PERS SOC PSYCHOL, V74, P435, DOI 10.1037/0022-3514.74.2.435
   Fuligni AJ, 2002, CHILD DEV, V73, P302, DOI 10.1111/1467-8624.00407
   Fuligni AJ, 2002, DEV PSYCHOL, V38, P856, DOI 10.1037//0012-1649.38.5.856
   FULIGNI AJ, 1995, J EARLY ADOLESCENCE, V15, P58, DOI 10.1177/0272431695015001005
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Gamoran A, 2000, EDUC EVAL POLICY AN, V22, P241, DOI 10.3102/01623737022003241
   GAMORAN A, 1989, AM J SOCIOL, V94, P1146, DOI 10.1086/229114
   Garcia-Reid P, 2007, YOUTH SOC, V39, P164, DOI 10.1177/0044118X07303263
   Gentry M., 2004, The Journal of Secondary Gifted Education, V16, P20, DOI DOI 10.4219/JSGE-2004-464
   Gilbreath Kent., 2006, Journal of Legal Economics, V13, P79
   Gill H S, 1997, Laterality, V2, P33, DOI 10.1080/135765097397639
   Giordano PC, 2003, ANNU REV SOCIOL, V29, P257, DOI 10.1146/annurev.soc.29.010202.100047
   Gong GL, 2011, NEUROSCIENTIST, V17, P575, DOI 10.1177/1073858410386492
   Gonzales P., 2008, HIGHLIGHTS TIMSS 200
   Good C, 2003, J APPL DEV PSYCHOL, V24, P645, DOI 10.1016/j.appdev.2003.09.002
   Goodenow C., 1993, The Journal of Early Adolescence, V13, P21, DOI [DOI 10.1177/0272431693013001002, 10.1177/0272431693013001002, https://doi.org/10.1177/0272431693013001002]
   Gottfried AE, 2009, J EDUC PSYCHOL, V101, P729, DOI 10.1037/a0015084
   Graham S, 2002, J EARLY ADOLESCENCE, V22, P173, DOI 10.1177/0272431602022002003
   Grant H, 2003, J PERS SOC PSYCHOL, V85, P541, DOI 10.1037/0022-3514.85.3.541
   Green SK, 2002, TEACH TEACH EDUC, V18, P989, DOI 10.1016/S0742-051X(02)00055-0
   Greenman E, 2011, SOC SCI RES, V40, P1434, DOI 10.1016/j.ssresearch.2011.04.007
   Gregory A, 2004, J ADOLESCENT RES, V19, P405, DOI 10.1177/0743558403258859
   Gross Neil., 2007, The Social and Political Views of American Professors
   GRUCA JM, 1988, RES HIGH EDUC, V29, P99
   Guiso L, 2008, SCIENCE, V320, P1164, DOI 10.1126/science.1154094
   Gunderson EA, 2012, SEX ROLES, V66, P153, DOI 10.1007/s11199-011-9996-2
   Gur RC, 2000, BRAIN LANG, V74, P157, DOI 10.1006/brln.2000.2325
   Haidt J, 2001, PSYCHOL REV, V108, P814, DOI 10.1037//0033-295X.108.4.814
   Hakim C, 2006, BRIT J GUID COUNS, V34, P279, DOI 10.1080/03069880600769118
   Halpern Diane F, 2007, Psychol Sci Public Interest, V8, P1, DOI 10.1111/j.1529-1006.2007.00032.x
   Hamilton S.F., 2006, EMERGING ADULTS AM C, P257
   Hampson E, 1998, DEV NEUROPSYCHOL, V14, P299, DOI 10.1080/87565649809540713
   Hanson S.L., 2004, NWSA J, V16, P96
   Harackiewicz JM, 2012, PSYCHOL SCI, V23, P899, DOI 10.1177/0956797611435530
   HARSHMAN RA, 1983, CAN J PSYCHOL, V37, P144, DOI 10.1037/h0080690
   Haughey M., 2001, Canadian Journal of Education, V26, P301
   Heil M, 2008, Q J EXP PSYCHOL, V61, P683, DOI 10.1080/17470210701822967
   Hines M, 2003, PSYCHONEUROENDOCRINO, V28, P1010, DOI 10.1016/S0306-4530(02)00121-X
   Holland J.L., 1985, Vocational Preference Inventory
   Huguet P, 2007, J EDUC PSYCHOL, V99, P545, DOI 10.1037/0022-0663.99.3.545
   Huguet P, 2009, J EXP SOC PSYCHOL, V45, P1024, DOI 10.1016/j.jesp.2009.04.029
   Hulleman CS, 2008, J EDUC PSYCHOL, V100, P398, DOI 10.1037/0022-0663.100.2.398
   Hulleman CS, 2010, J EDUC PSYCHOL, V102, P880, DOI 10.1037/a0019506
   Hulleman CS, 2009, SCIENCE, V326, P1410, DOI 10.1126/science.1177067
   Huntsinger CS, 2000, YOUNG CHILDREN, V55, P7
   Huntsinger CS, 1997, INT J BEHAV DEV, V21, P371, DOI 10.1080/016502597384929
   Hyde JS, 2008, SCIENCE, V321, P494, DOI 10.1126/science.1160364
   Hyde JS, 2006, J MATH BEHAV, V25, P136, DOI 10.1016/j.jmathb.2006.02.003
   HYDE JS, 1990, PSYCHOL WOMEN QUART, V14, P299, DOI 10.1111/j.1471-6402.1990.tb00022.x
   Inzlicht M, 2000, PSYCHOL SCI, V11, P365, DOI 10.1111/1467-9280.00272
   Izard C.E., 1993, Handbook of emotions, P631
   Jacobs J.E., 2005, Gender Differences in Mathematics: An Integrative Psychological Approach, P246, DOI DOI 10.1017/CBO9780511614446.013
   Jacobs J.E., 2000, Intrinsic motivation, P405, DOI DOI 10.1016/B978-012619070-0/50036-2
   Jacobs JA, 2004, ANN AM ACAD POLIT SS, V596, P104, DOI 10.1177/0002716204268185
   Jacobs JA, 2001, WORK OCCUPATION, V28, P40, DOI 10.1177/0730888401028001004
   Jacobs JE, 2004, NEW DIR CHILD ADOLES, V106, P5, DOI 10.1002/cd.113
   Jodl KM, 2001, CHILD DEV, V72, P1247, DOI 10.1111/1467-8624.00345
   JOHNSON O, 1980, CORTEX, V16, P73, DOI 10.1016/S0010-9452(80)80023-2
   Jonsson JO, 1999, EUR SOCIOL REV, V15, P391, DOI 10.1093/oxfordjournals.esr.a018272
   Joyce B.A., 2000, ROEPER REV, V20, P261, DOI [DOI 10.1080/02783190009554048, 10.1080/02783190009554048]
   Jussim L, 2005, PERS SOC PSYCHOL REV, V9, P131, DOI 10.1207/s15327957pspr0902_3
   Jussim L, 1996, ADV EXP SOC PSYCHOL, V28, P281, DOI 10.1016/S0065-2601(08)60240-3
   Juvonen J, 2011, J EARLY ADOLESCENCE, V31, P152, DOI 10.1177/0272431610379415
   KINDERMANN TA, 1993, DEV PSYCHOL, V29, P970, DOI 10.1037/0012-1649.29.6.970
   Kindermann TA, 2007, CHILD DEV, V78, P1186, DOI 10.1111/j.1467-8624.2007.01060.x
   KNIGHT GP, 1993, J CROSS CULT PSYCHOL, V24, P99, DOI 10.1177/0022022193241007
   Koedel C, 2009, ECON EDUC REV, V28, P682, DOI 10.1016/j.econedurev.2009.02.003
   Köller O, 2001, J RES MATH EDUC, V32, P448, DOI 10.2307/749801
   Leaper C., 2002, Handbook of parenting, V2nd, P189
   Leaper C, 2012, J YOUTH ADOLESCENCE, V41, P268, DOI 10.1007/s10964-011-9693-z
   Lee VE, 1997, SOCIOL EDUC, V70, P128, DOI 10.2307/2673160
   LEE VE, 1989, J EDUC PSYCHOL, V81, P647, DOI 10.1037/0022-0663.81.4.647
   LEE VE, 1986, J EDUC PSYCHOL, V78, P381, DOI 10.1037/0022-0663.78.5.381
   LePore C, 1997, AM EDUC RES J, V34, P485, DOI 10.3102/00028312034003485
   Lesko AC, 2006, SEX ROLES, V54, P113, DOI 10.1007/s11199-005-8873-2
   Levine SC, 2005, PSYCHOL SCI, V16, P841, DOI 10.1111/j.1467-9280.2005.01623.x
   Lewis D., 2005, Science, V308, P1871
   Li J, 2005, CURR DIR PSYCHOL SCI, V14, P190, DOI 10.1111/j.0963-7214.2005.00362.x
   Li YB, 2011, DEV PSYCHOL, V47, P233, DOI 10.1037/a0021307
   Linnenbrink E.A., 2003, READING WRITING Q, V19, P119, DOI [10.1080/10573560308223, DOI 10.1080/10573560308223]
   LONG JS, 1992, SOC FORCES, V71, P159, DOI 10.2307/2579971
   Lubinski D, 2006, PSYCHOL SCI, V17, P194, DOI 10.1111/j.1467-9280.2006.01685.x
   Lubinski D, 2001, J APPL PSYCHOL, V86, P718, DOI 10.1037/0021-9010.86.4.718
   Lubinski D.S., 2007, WHY ARENT MORE WOMEN, P79, DOI 10.1037/11546-007
   Luo WS, 2011, CONTEMP EDUC PSYCHOL, V36, P165, DOI 10.1016/j.cedpsych.2011.02.003
   Ma YY, 2009, SOCIOL PERSPECT, V52, P211, DOI 10.1525/sop.2009.52.2.211
   Maehr M.L., 1991, ADV ED ADM, V2, P51
   Mael F., 2004, THEORETICAL ARGUMENT
   Malouf MA, 2006, HORM RES, V65, P142, DOI 10.1159/000091793
   Maltese AV, 2011, SCI EDUC, V95, P877, DOI 10.1002/sce.20441
   Maltese AV, 2010, INT J SCI EDUC, V32, P669, DOI 10.1080/09500690902792385
   Marsh HW, 2008, J EDUC PSYCHOL, V100, P510, DOI 10.1037/0022-0663.100.3.510
   Marsh HW, 2009, REV EDUC RES, V79, P1290, DOI 10.3102/0034654309334143
   MARSH HW, 1989, J EDUC PSYCHOL, V81, P651
   Martens A, 2006, J EXP SOC PSYCHOL, V42, P236, DOI 10.1016/j.jesp.2005.04.010
   Martin D.B., 2006, Mathematical Thinking and Learning, V8, P197, DOI [DOI 10.1207/S15327833MTL08032, 10.1207/s15327833mtl0803_2]
   Martin D.B., 2000, Mathematics success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individual agency
   Marx DM, 2002, PERS SOC PSYCHOL B, V28, P1183, DOI 10.1177/01461672022812004
   MASON CL, 1989, J RES SCI TEACH, V26, P25, DOI 10.1002/tea.3660260104
   McEwen A., 1997, RES SCI TECHNOLOGICA, V15, P223
   McIntyre RB, 2003, J EXP SOC PSYCHOL, V39, P83, DOI 10.1016/S0022-1031(02)00513-9
   McKown C, 2002, J APPL SOC PSYCHOL, V32, P159, DOI 10.1111/j.1559-1816.2002.tb01425.x
   McLEOD D.B., 1992, HDB RES MATH TEACHIN, DOI [10.1177/002205741619600202, DOI 10.1177/002205741619600202]
   Meece J.L., 2005, Annual Review of Psychology, V57, P387
   MEECE JL, 1990, J EDUC PSYCHOL, V82, P60, DOI 10.1037/0022-0663.82.1.60
   Metheny J, 2008, J CAREER ASSESSMENT, V16, P218, DOI 10.1177/1069072707313198
   Midgley C, 2001, J EDUC PSYCHOL, V93, P77, DOI 10.1037//0022-0663.93.1.77
   Midgley C., 2002, GOALS GOAL STRUCTURE
   Miyake A, 2010, SCIENCE, V330, P1234, DOI 10.1126/science.1195996
   Morgan SL, 2013, SOC SCI RES, V42, P989, DOI 10.1016/j.ssresearch.2013.03.008
   Mueller CM, 1998, J PERS SOC PSYCHOL, V75, P33, DOI 10.1037/0022-3514.75.1.33
   Mulkey L.M., 2005, SOC PSYCHOL EDUC, V8, P137, DOI [10.1007/s11218-005-4014-6, DOI 10.1007/S11218-005-4014-6]
   Nagy G., 2008, GENDER OCCUPATIONAL
   Nosek BA, 2009, P NATL ACAD SCI USA, V106, P10593, DOI 10.1073/pnas.0809921106
   Nye B, 2001, J EDUC RES, V94, P336, DOI 10.1080/00220670109598771
   Nye B, 2001, J EXP EDUC, V69, P245, DOI 10.1080/00220970109599487
   Nyhan R.C., 1999, Journal of Education Finance, V25, P211
   Oakes J., 2005, KEEPING TRACK
   Oh SS, 2011, SOC SCI J, V48, P397, DOI 10.1016/j.soscij.2010.11.008
   Pajares F., 2005, GENDER DIFFERENCES M, DOI DOI 10.1017/CBO9780511614446.015
   Papanastasiou C., 2000, Studies in Educational Evaluation, V26, P1, DOI DOI 10.1016/S0191-491X(00)00002-X
   Park G, 2008, PSYCHOL SCI, V19, P957, DOI 10.1111/j.1467-9280.2008.02182.x
   PARSONS JE, 1982, CHILD DEV, V53, P322, DOI 10.2307/1128974
   Pascarella E. T., 1991, COLL AFFECTS STUDENT
   Patrick H, 2005, SEARCH I SER DEV ATT, P271
   Patrick H, 2007, J EDUC PSYCHOL, V99, P83, DOI 10.1037/0022-0663.99.1.83
   Patterson MM, 2011, SEX ROLES, V65, P737, DOI 10.1007/s11199-010-9904-1
   Penner AM, 2008, AM J SOCIOL, V114, pS138, DOI 10.1086/589252
   Penner AndrewM., 2012, Towards Quity In Mathematics Education, Advances In Mathematics Education, P441
   Perna L, 2009, RES HIGH EDUC, V50, P1, DOI 10.1007/s11162-008-9110-y
   Powers JM, 2003, EDUC POLICY, V17, P558, DOI 10.1177/0895904803256789
   Provasnik S., 2012, HIGHLIGHTS TIMSS 201
   Puts DA, 2008, ARCH SEX BEHAV, V37, P100, DOI 10.1007/s10508-007-9271-3
   Quaiser-Pohl C, 2006, PERS INDIV DIFFER, V40, P609, DOI 10.1016/j.paid.2005.07.015
   Räty H, 2002, SEX ROLES, V46, P121, DOI 10.1023/A:1016573627828
   Richman LS, 2011, J SOC ISSUES, V67, P492, DOI 10.1111/j.1540-4560.2011.01711.x
   Riegle-Crumb C, 2011, SCI EDUC, V95, P458, DOI 10.1002/sce.20431
   Riordan C., 2002, GENDER POLICY PRACTI, P10
   Riordan C., 1994, Research in Sociology of Education and Socialization, V18, P177
   Ripa C. P. L., 2003, Hormones and Behavior, V44, P72
   Roeser RW, 2002, GOALS, GOAL STRUCTURES, AND PATTERNS OF ADAPTIVE LEARNING, P205
   Roland E, 2002, EDUC RES-UK, V44, P299, DOI 10.1080/0013188022000031597
   Roorda DL, 2011, REV EDUC RES, V81, P493, DOI 10.3102/0034654311421793
   Roseth CJ, 2008, PSYCHOL BULL, V134, P223, DOI 10.1037/0033-2909.134.2.223
   Ruble D.N., 1998, HDB CHILD PSYCHOL
   RUBLE TL, 1984, AM BEHAV SCI, V27, P339, DOI 10.1177/000276484027003006
   Ryan AM, 2001, AM EDUC RES J, V38, P437, DOI 10.3102/00028312038002437
   Ryan AM, 2001, CHILD DEV, V72, P1135, DOI 10.1111/1467-8624.00338
   Ryan R. M., 1985, INTRINSIC MOTIVATION
   Schiefele U, 2001, INTELLIGENCE AND PERSONALITY: BRIDGING THE GAP IN THEORY AND MEASUREMENT, P163
   Schmader T, 2004, SEX ROLES, V50, P835, DOI 10.1023/B:SERS.0000029101.74557.a0
   Schnabel KU, 2002, J VOCAT BEHAV, V60, P178, DOI 10.1006/jvbe.2001.1863
   Schwartz SH, 2005, J PERS SOC PSYCHOL, V89, P1010, DOI 10.1037/0022-3514.89.6.1010
   Sciarra D.T., 2010, Professional School Counseling, V13, P196, DOI DOI 10.1177/2F2156759X1001300307
   SERBIN LA, 1990, SEX ROLES, V23, P613, DOI 10.1007/BF00289251
   Shapka JD, 2003, AM EDUC RES J, V40, P929, DOI 10.3102/00028312040004929
   Shapka JD, 2009, EDUC RES EVAL, V15, P527, DOI 10.1080/13803610903354775
   Simpkins SD, 2012, DEV PSYCHOL, V48, P1019, DOI 10.1037/a0027468
   Simpkins SD, 2006, DEV PSYCHOL, V42, P70, DOI 10.1037/0012-1649.42.1.70
   Spelke ES, 2005, AM PSYCHOL, V60, P950, DOI 10.1037/0003-066X.60.9.950
   Spencer SJ, 1999, J EXP SOC PSYCHOL, V35, P4, DOI 10.1006/jesp.1998.1373
   Spera C, 2005, EDUC PSYCHOL REV, V17, P120, DOI 10.1007/s10648-005-3950-1
   Stake JE, 2006, J APPL SOC PSYCHOL, V36, P1017, DOI 10.1111/j.0021-9029.2006.00053.x
   Stake JE, 2005, SEX ROLES, V52, P1, DOI 10.1007/s11199-005-1189-4
   Stecher B.M., 2002, Class size reduction in California. Summary of findings from 1999-00 and 2000-01
   Steele CM, 1997, AM PSYCHOL, V52, P613, DOI 10.1037/0003-066X.52.6.613
   Steele J, 2003, J APPL SOC PSYCHOL, V33, P2587, DOI 10.1111/j.1559-1816.2003.tb02782.x
   Steinpreis RE, 1999, SEX ROLES, V41, P509, DOI 10.1023/A:1018839203698
   STEVENSON HW, 1986, SCIENCE, V231, P693, DOI 10.1126/science.3945803
   Stewart A., 2008, Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences, P171, DOI [10.1037/11706-011, DOI 10.1037/11706-011]
   Stipek D., 2002, Good instruction is motivating
   STODOLSKY SS, 1991, AM EDUC RES J, V28, P89, DOI 10.2307/1162880
   Stout JG, 2011, J PERS SOC PSYCHOL, V100, P255, DOI 10.1037/a0021385
   Streitmatter J., 1999, For girls only: Making a case fo r single-sex schooling
   Su R, 2009, PSYCHOL BULL, V135, P859, DOI 10.1037/a0017364
   Tai RH, 2006, SCIENCE, V312, P1143, DOI 10.1126/science.1128690
   Taningco M.T., 2008, STEM Professions: Opportunities and challenges for Latinos in science, technology, engineering, and mathematics
   Taylor Shelley E., 1978, Advances in Experimental Social Psychology, V11, P249, DOI [10.1016/S0065-2601, DOI 10.1016/S0065-2601]
   Tenenbaum HR, 2005, J APPL DEV PSYCHOL, V26, P1, DOI 10.1016/j.appdev.2004.10.004
   Tenenbaum HR, 2003, DEV PSYCHOL, V39, P34, DOI 10.1037//0012-1649.39.1.34
   Tiedemann J., 2000, Educational Studies in Mathematics, V41, P191, DOI [DOI 10.1023/A:1003953801526, 10.1023/A:1003953801526]
   Tiedemann J., 2002, Educational Studies in Mathematics, V50, P49, DOI [10.1023/A:1020518104346, DOI 10.1023/A:1020518104346]
   Tomasetto C, 2011, DEV PSYCHOL, V47, P943, DOI 10.1037/a0024047
   Trix F, 2003, DISCOURSE SOC, V14, P191, DOI 10.1177/0957926503014002277
   Turner JC, 2004, TEACH COLL REC, V106, P1759, DOI 10.1111/j.1467-9620.2004.00404.x
   Turner KL, 2007, SOC DEV, V16, P700, DOI 10.1111/j.1467-9507.2007.00403.x
   Turner SL, 2004, CAREER DEV Q, V53, P41, DOI 10.1002/j.2161-0045.2004.tb00654.x
   Tyson DF, 2009, HUM DEV, V52, P329, DOI 10.1159/000242348
   Updegraff KA, 1996, LEARN INDIVID DIFFER, V8, P239, DOI 10.1016/S1041-6080(96)90016-3
   Urdan T, 2006, J SCHOOL PSYCHOL, V44, P331, DOI 10.1016/j.jsp.2006.04.003
   USEEM EL, 1992, SOCIOL EDUC, V65, P263, DOI 10.2307/2112770
   Valian V., 2007, Why aren't more women in science: Top researchers debate the evidence, P27, DOI [10.1037/11546-002, DOI 10.1037/11546-002]
   Van Houtte M, 2004, EDUC STUD, V30, P159, DOI 10.1080/0305569032000159804
   Van Ryzin MJ, 2011, J YOUTH ADOLESCENCE, V40, P1568, DOI 10.1007/s10964-011-9637-7
   Vasta R, 1996, PSYCHOL WOMEN QUART, V20, P549, DOI 10.1111/j.1471-6402.1996.tb00321.x
   Vekiri I, 2010, COMPUT EDUC, V55, P16, DOI 10.1016/j.compedu.2009.11.013
   Vogel JJ, 2003, BRAIN COGNITION, V52, P197, DOI 10.1016/S0278-2626(03)00056-3
   Wai J, 2005, J EDUC PSYCHOL, V97, P484, DOI 10.1037/0022-0663.97.3.484
   Wai J, 2010, INTELLIGENCE, V38, P412, DOI 10.1016/j.intell.2010.04.006
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Wang MT, 2013, DEV PSYCHOL, V49, P1266, DOI 10.1037/a0030028
   Wang MT, 2013, PSYCHOL SCI, V24, P770, DOI 10.1177/0956797612458937
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   Wang MT, 2010, AM EDUC RES J, V47, P633, DOI 10.3102/0002831209361209
   WARE NC, 1985, J HIGH EDUC, V56, P73, DOI 10.2307/1981723
   Watt HMG, 2004, CHILD DEV, V75, P1556, DOI 10.1111/j.1467-8624.2004.00757.x
   Weis SE, 2007, PERS INDIV DIFFER, V43, P485, DOI 10.1016/j.paid.2006.12.017
   Wenneras C, 1997, NATURE, V387, P341, DOI 10.1038/387341a0
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Wigfield A, 2000, CONTEMP EDUC PSYCHOL, V25, P68, DOI 10.1006/ceps.1999.1015
   Wigfield A., 2006, HDB ED PSYCHOL, V2nd, P87
   Wigfield A., 2004, BRIDGING LITERACY AC, P56
   Wigfield A., 2006, Handbook of child psychology, V3, P933, DOI [DOI 10.1002/9780470147658.CHPSY0315, https://doi.org/10.1002/9780470147658.chpsy0315]
   Wigfield A., 2002, DEV ACHIEVEMENT MOTI, P92
   Wood D, 2007, J YOUTH ADOLESCENCE, V36, P417, DOI 10.1007/s10964-007-9186-2
   Xie Y., 2003, Women in science: Career processes and outcomes
   YEE DK, 1988, SEX ROLES, V19, P317, DOI 10.1007/BF00289840
NR 363
TC 432
Z9 640
U1 33
U2 411
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0273-2297
EI 1090-2406
J9 DEV REV
JI Dev. Rev.
PD DEC
PY 2013
VL 33
IS 4
BP 304
EP 340
DI 10.1016/j.dr.2013.08.001
PG 37
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 256CE
UT WOS:000327286500002
PM 24298199
OA Green Accepted
DA 2024-07-19
ER

PT J
AU Wang, MT
   Eccles, JS
AF Wang, Ming-Te
   Eccles, Jacquelynne S.
TI School context, achievement motivation, and academic engagement: A
   longitudinal study of school engagement using a multidimensional
   perspective
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE Adolescence; School environment perceptions; School engagement;
   Achievement motivation; Multidimensional perspective
ID CLASSROOM SOCIAL-ENVIRONMENT; ADOLESCENTS PERCEPTIONS; OPPOSITIONAL
   CULTURE; STUDENTS ENGAGEMENT; MIDDLE SCHOOL; PERFORMANCE; ADJUSTMENT;
   AUTONOMY; GOAL; TEACHERS
AB This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students' perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic self-concept and subjective task value), and school engagement (behavioral, emotional, and cognitive engagement). Participants were from an ethnically diverse, urban sample of 1157 adolescents. The findings indicated that student perceptions of distinct aspects of the school environment contributed differentially to the three types of school engagement. In addition, these associations were fully or partially mediated by achievement motivation. Specifically, student perceptions of the school environment influenced their achievement motivation and in turn influenced all three types of school engagement, although in different ways. Moderation effects of gender, ethnicity, and academic ability were also discussed. (C) 2013 Elsevier Ltd. All rights reserved.
C1 [Wang, Ming-Te] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
   [Eccles, Jacquelynne S.] Univ Michigan, Ann Arbor, MI 48109 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; University of Michigan System; University of Michigan
RP Wang, MT (corresponding author), Univ Pittsburgh, 5940 Wesley W Posvar Hall, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
CR Alfi O., 2004, J EDUC TEACHING, V30, P27, DOI DOI 10.1080/0260747032000162299
   Allen J, 2020, ARCHAEOL OCEAN, V55, P1, DOI 10.1002/arco.5207
   Alonso-Tapia J, 2006, LEARN INSTR, V16, P295, DOI 10.1016/j.learninstruc.2006.07.002
   Anderman EM, 2001, CONTEMP EDUC PSYCHOL, V26, P76, DOI 10.1006/ceps.1999.1043
   Appleton JJ, 2006, J SCHOOL PSYCHOL, V44, P427, DOI 10.1016/j.jsp.2006.04.002
   Assor A, 2002, BRIT J EDUC PSYCHOL, V72, P261, DOI 10.1348/000709902158883
   Baraldi AN, 2010, J SCHOOL PSYCHOL, V48, P5, DOI 10.1016/j.jsp.2009.10.001
   Battistich V, 1997, EDUC PSYCHOL-US, V32, P137, DOI 10.1207/s15326985ep3203_1
   Chen FF, 2005, STRUCT EQU MODELING, V12, P471, DOI 10.1080/10705510701301834
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   Connell J.P., 1990, The self in transition: Infancy to childhood, P61
   Corno L., 1983, Educational Psychologist, V18, P88, DOI DOI 10.1080/00461528309529266
   Deci E., 2000, Conceptions of self-directed learning: theoretical and conceptual considerations
   Deci E.L., 1985, INTRINSIC MOTIVATION, DOI [10.1007/978-1-4899-2271-7, DOI 10.1007/978-1-4899-2271-7]
   Downey DB, 2002, AM SOCIOL REV, V67, P156, DOI 10.2307/3088939
   Eccles J., 2004, Handbook of adolescent psychology, DOI DOI 10.1002/9780470479193.ADLPSY001013
   Eccles J.S., 2007, WHY ARENT MORE WOMEN, P199, DOI DOI 10.1037/11546-016
   Eccles J, 2009, EDUC PSYCHOL-US, V44, P78, DOI 10.1080/00461520902832368
   Eccles JS, 2002, ANNU REV PSYCHOL, V53, P109, DOI 10.1146/annurev.psych.53.100901.135153
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Elliot A.J., 2005, Handbook of Competence and Motivation, DOI DOI 10.1037/0022-0167.51.1.115
   Elliot AJ, 1999, J EDUC PSYCHOL, V91, P549, DOI 10.1037/0022-0663.91.3.549
   Ferguson RF, 2004, PHI DELTA KAPPAN, V85, P656, DOI 10.1177/003172170408500906
   Finn JD, 1997, J APPL PSYCHOL, V82, P221, DOI 10.1037/0021-9010.82.2.221
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   FINN JD, 1993, J NEGRO EDUC, V62, P249, DOI 10.2307/2295464
   Flowerday T, 2003, J EDUC RES, V96, P207, DOI 10.1080/00220670309598810
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Goodenow C., 1993, The Journal of Early Adolescence, V13, P21, DOI [DOI 10.1177/0272431693013001002, 10.1177/0272431693013001002, https://doi.org/10.1177/0272431693013001002]
   GROLNICK WS, 1991, J EDUC PSYCHOL, V83, P508, DOI 10.1037/0022-0663.83.4.508
   Harris AL, 2006, SOC FORCES, V85, P797, DOI 10.1353/sof.2007.0006
   Helme S., 2001, MATH EDUC RES J, V13, P133, DOI [10.1007/BF03217103, DOI 10.1007/BF03217103]
   Jacobs JE, 2002, CHILD DEV, V73, P509, DOI 10.1111/1467-8624.00421
   Jimerson S.R., 2003, CALIFORNIA SCH PSYCH, V8, P7, DOI [DOI 10.1007/BF03340893, 10.1007/BF03340893, 10.1007/bf03340893]
   Johnson MK, 2001, SOCIOL EDUC, V74, P318, DOI 10.2307/2673138
   Katz I, 2007, EDUC PSYCHOL REV, V19, P429, DOI 10.1007/s10648-006-9027-y
   Kenny D.A., 2005, Multiple group models
   Kline R. B., 2005, PRINCIPLES PRACTICE, DOI DOI 10.1038/156278A0
   Krapp A, 2005, LEARN INSTR, V15, P381, DOI 10.1016/j.learninstruc.2005.07.007
   MacKinnon DP, 2002, PSYCHOL METHODS, V7, P83, DOI 10.1037/1082-989X.7.1.83
   Malecki CK, 2003, SCHOOL PSYCHOL QUART, V18, P231, DOI 10.1521/scpq.18.3.231.22576
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   Martin AJ, 2004, AUST J PSYCHOL, V56, P133, DOI 10.1080/00049530412331283363
   Meece JL, 2006, J SCHOOL PSYCHOL, V44, P351, DOI 10.1016/j.jsp.2006.04.004
   Midgley C, 1998, CONTEMP EDUC PSYCHOL, V23, P113, DOI 10.1006/ceps.1998.0965
   Murdock TB, 2003, ELEM SCHOOL J, V103, P383, DOI 10.1086/499732
   Oates G.L., 2009, Social Psychology of Education, V12, P415, DOI DOI 10.1007/S11218-009-9091-5
   PATRICK BC, 1993, J PERS SOC PSYCHOL, V65, P781, DOI 10.1037/0022-3514.65.4.781
   Patrick H, 2007, J EDUC PSYCHOL, V99, P83, DOI 10.1037/0022-0663.99.1.83
   Pintrich PR, 2000, J EDUC PSYCHOL, V92, P544, DOI 10.1037/0022-0663.92.3.544
   Reeve J, 2004, MOTIV EMOTION, V28, P147, DOI 10.1023/B:MOEM.0000032312.95499.6f
   Reeve J, 1999, J EDUC PSYCHOL, V91, P537, DOI 10.1037/0022-0663.91.3.537
   Roeser RW, 1998, DEV PSYCHOPATHOL, V10, P321, DOI 10.1017/S0954579498001631
   Rueger SY, 2010, J YOUTH ADOLESCENCE, V39, P47, DOI 10.1007/s10964-008-9368-6
   Ryan AM, 2001, AM EDUC RES J, V38, P437, DOI 10.3102/00028312038002437
   Schunk DH, 1996, AM EDUC RES J, V33, P359, DOI 10.3102/00028312033002359
   Shim SS, 2013, LEARN INSTR, V23, P69, DOI 10.1016/j.learninstruc.2012.05.008
   Simpkins SD, 2006, DEV PSYCHOL, V42, P70, DOI 10.1037/0012-1649.42.1.70
   Skinner E.A., 1994, LIFE SPAN DEV BEHAV, P91
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   Smerdon BA, 1999, RES SOC EDU, V12, P103
   Turner JC, 2003, ELEM SCHOOL J, V103, P357, DOI 10.1086/499731
   Updegraff KA, 1996, LEARN INDIVID DIFFER, V8, P239, DOI 10.1016/S1041-6080(96)90016-3
   Urdan T, 2003, CONTEMP EDUC PSYCHOL, V28, P524, DOI 10.1016/S0361-476X(02)00060-7
   Voelkl KE, 1997, AM J EDUC, V105, P294, DOI 10.1086/444158
   Vollmeyer R, 2000, LEARN INSTR, V10, P293, DOI 10.1016/S0959-4752(99)00031-6
   Wang MT, 2013, DEV PSYCHOL, V49, P690, DOI 10.1037/a0027916
   Wang MT, 2012, CHILD DEV, V83, P1716, DOI 10.1111/j.1467-8624.2012.01808.x
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   Wang MT, 2012, J RES ADOLESCENCE, V22, P31, DOI 10.1111/j.1532-7795.2011.00753.x
   Wang MT, 2011, J SCHOOL PSYCHOL, V49, P465, DOI 10.1016/j.jsp.2011.04.001
   Wang MT, 2010, AM EDUC RES J, V47, P633, DOI 10.3102/0002831209361209
   Wang MT, 2009, SCHOOL PSYCHOL QUART, V24, P240, DOI 10.1037/a0017999
   Wentzel KR, 2003, J EARLY ADOLESCENCE, V23, P5, DOI 10.1177/0272431602239128
   Wigfield A., 1996, HDB ED PSYCHOL
   Wigfield A., 2006, Handbook of child psychology, V3, P933, DOI [DOI 10.1002/9780470147658.CHPSY0315, https://doi.org/10.1002/9780470147658.chpsy0315]
   ZIMMERMAN BJ, 1990, EDUC PSYCHOL, V25, P3, DOI 10.1207/s15326985ep2501_2
NR 79
TC 507
Z9 768
U1 45
U2 666
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
EI 1873-3263
J9 LEARN INSTR
JI Learn Instr.
PD DEC
PY 2013
VL 28
BP 12
EP 23
DI 10.1016/j.learninstruc.2013.04.002
PG 12
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 198SU
UT WOS:000322943400002
DA 2024-07-19
ER

PT J
AU De Castella, K
   Byrne, D
   Covington, M
AF De Castella, Krista
   Byrne, Don
   Covington, Martin
TI Unmotivated or Motivated to Fail? A Cross-Cultural Study of Achievement
   Motivation, Fear of Failure, and Student Disengagement
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE fear of failure; achievement; motivation; self-handicapping; defensive
   pessimism
ID PERFORMANCE-APPROACH GOALS; CLAIMED SELF-HANDICAPS; DEFENSIVE PESSIMISM;
   LEARNED HELPLESSNESS; ASIAN-AMERICAN; ACADEMIC-ACHIEVEMENT; AFFECTIVE
   RESPONSES; PERSONALITY-TRAITS; TEST ANXIETY; SUCCESS
AB A classic distinction in the literature on achievement and motivation is between fear of failure and success orientations. From the perspective of self-worth theory, these motives are not bipolar constructs but dimensions that interact in ways that make some students particularly vulnerable to underachievement and disengagement from school. The current study employs the quadripolar model of need achievement (Covington, 1992; Covington & Omelich, 1988) to explore how these approach and avoidance orientations are related to self-handicapping, defensive pessimism, and helplessness in Eastern and Western settings. Although there have been numerous calls for research of this kind across cultures (Elliott & Bempechat, 2002; Jose & Kilburg, 2007; Pintrich, 2003), little exists in the field to date. In Study 1, with 1,423 Japanese high school students, helplessness and self-handicapping were found to be highest when students were low in success orientation and high in fear of failure. These findings were replicated in Study 2 with 643 Australian students and extended to measures of truancy, disengagement, and self-reported academic achievement. Consistent with self-worth theory, success orientation largely moderated the relationship between fear of failure and academic engagement in both cultures. These results suggest that in the absence of firm achievement goals, fear of failure is associated with a range of maladaptive self-protective strategies. The current project thus represents a unique application of self-worth theory to achievement dynamics and clarifies substantive issues relevant to self-handicapping and disengagement across cultures.
C1 [De Castella, Krista; Byrne, Don] Australian Natl Univ, Dept Psychol, Canberra, ACT, Australia.
   [Covington, Martin] Univ Calif Berkeley, Dept Psychol, Berkeley, CA 94720 USA.
C3 Australian National University; University of California System;
   University of California Berkeley
RP De Castella, K (corresponding author), 290 Page St, San Francisco, CA 94102 USA.
EM krista1@stanford.edu
CR ABRAMSON LY, 1978, J ABNORM PSYCHOL, V87, P49, DOI 10.1037/0021-843X.87.1.49
   Aiken L.S., 1991, MULTIPLE REGRESSION
   AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
   [Anonymous], 1982, ACHIEVEMENT STRESS A
   [Anonymous], 1971, 45 ACT
   [Anonymous], THEORY ACHIEVEMENT B
   ATKINSON JW, 1957, PSYCHOL REV, V64, P359, DOI 10.1037/h0043445
   ATKINSON JW, 1960, J ABNORM SOC PSYCH, V60, P52, DOI 10.1037/h0041119
   BAIRD L, 1976, RES MONOGRAPH, V7
   Barron KE, 2001, J PERS SOC PSYCHOL, V80, P706, DOI 10.1037//0022-3514.80.5.706
   Beery R. G., 1975, PERS GUID J, V54, P191, DOI [10.1002/j.2164-4918.1975.tb04220.x, DOI 10.1002/J.2164-4918.1975.TB04220.X]
   Burhans KK, 1995, CHILD DEV, V66, P1719, DOI 10.2307/1131906
   CANTOR N, 1989, SOC COGNITION, V7, P92, DOI 10.1521/soco.1989.7.2.92
   CARVER CS, 1994, J PERS SOC PSYCHOL, V67, P319, DOI 10.1037/0022-3514.67.2.319
   Cassady J., 2001, Practical Assessment, Research Evaluation, V7, DOI DOI 10.7275/5HYM-Y754
   Chang EC, 2003, J PERS SOC PSYCHOL, V84, P569, DOI 10.1037/0022-3514.84.3.569
   Chang EC, 1996, J COUNS PSYCHOL, V43, P113, DOI 10.1037/0022-0167.43.1.113
   Chang EC, 2002, J COUNS PSYCHOL, V49, P47, DOI 10.1037//0022-0167.49.1.47
   Chen FF, 2007, STRUCT EQU MODELING, V14, P464, DOI 10.1080/10705510701301834
   COHEN J, 1983, APPL PSYCH MEAS, V7, P249, DOI 10.1177/014662168300700301
   Conroy DE, 2003, STRUCT EQU MODELING, V10, P401, DOI 10.1207/S15328007SEM1003_4
   Conroy DE, 2004, ANXIETY STRESS COPIN, V17, P271, DOI 10.1080/1061580042000191642
   Conroy DE, 2002, J APPL SPORT PSYCHOL, V14, P76, DOI 10.1080/10413200252907752
   Conroy DE, 2001, ANXIETY STRESS COPIN, V14, P431, DOI 10.1080/10615800108248365
   Covington M.V., 1988, ANXIETY RES, V1, P165, DOI DOI 10.1080/08917778808248717
   Covington M. V., 1992, MAKING GRADE SELF WO, DOI [10.1017/CBO9781139173582, DOI 10.1017/CB09781139173582]
   Covington M.V., 1991, Stress and emotion: anxiety, anger, curiosity, P85
   Covington M.V., 1976, Self-worth and school learning
   COVINGTON MV, 1984, ELEM SCHOOL J, V85, P5, DOI 10.1086/461388
   Covington MV, 2000, ANNU REV PSYCHOL, V51, P171, DOI 10.1146/annurev.psych.51.1.171
   COVINGTON MV, 1985, J EDUC PSYCHOL, V77, P446, DOI 10.1037/0022-0663.77.4.446
   Covington MV, 2001, EDUC PSYCHOL REV, V13, P157, DOI 10.1023/A:1009009219144
   DECHARMS R, 1965, J PERS SOC PSYCHOL, V1, P558, DOI 10.1037/h0022021
   Deppe RK, 1996, J PERS SOC PSYCHOL, V70, P868, DOI 10.1037/0022-3514.70.4.868
   Donnellan MB, 2008, EDUC PSYCHOL MEAS, V68, P643, DOI 10.1177/0013164407310125
   Dweck C.S., 1985, Research on motivation in education, P289
   DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
   DWECK CS, 1975, J PERS SOC PSYCHOL, V31, P674, DOI 10.1037/h0077149
   Eaton MJ, 1997, J EDUC PSYCHOL, V89, P433, DOI 10.1037/0022-0663.89.3.433
   Elliot AJ, 2002, J PERS SOC PSYCHOL, V82, P804, DOI 10.1037/0022-3514.82.5.804
   Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
   Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
   Elliot AJ, 2003, J PERS, V71, P369, DOI 10.1111/1467-6494.7103005
   Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P73, DOI 10.1023/A:1009009018235
   ELLIOTT ES, 1988, J PERS SOC PSYCHOL, V54, P5, DOI 10.1037/0022-3514.54.1.5
   Elliott Julian G, 2002, New Dir Child Adolesc Dev, P7
   FEATHER NT, 1963, J ABNORM PSYCHOL, V66, P604, DOI 10.1037/h0044576
   FEATHER NT, 1961, J ABNORM SOC PSYCH, V63, P552, DOI 10.1037/h0045671
   FINCHAM FD, 1989, CHILD DEV, V60, P138, DOI 10.1111/j.1467-8624.1989.tb02703.x
   Gray J.A., 1991, Explorations in temperament: International perspectives on theory and measurement, P105, DOI [10.1007/978-1-4899-0643-4, DOI 10.1007/978-1-4899-0643-4_8, DOI 10.1007/978-1-4899-0643-4, 10.1007/978-1-4899-0643-48, DOI 10.1007/978-1-4899-0643-48]
   Green J, 2007, LEARN INDIVID DIFFER, V17, P269, DOI 10.1016/j.lindif.2006.12.003
   Harackiewicz JM, 2000, J EDUC PSYCHOL, V92, P316, DOI 10.1037//0022-0663.92.2.316
   Harackiewicz JM, 2002, J EDUC PSYCHOL, V94, P562, DOI 10.1037//0022-0663.94.3.562
   HARRIS RN, 1986, J PERS SOC PSYCHOL, V51, P1191, DOI 10.1037/0022-3514.51.6.1191
   Hawkins J.N., 1994, Motivation: Theory and research, P101
   Heine SJ, 2001, J CROSS CULT PSYCHOL, V32, P434, DOI 10.1177/0022022101032004004
   Heine SJ, 2002, J PERS SOC PSYCHOL, V82, P903, DOI 10.1037//0022-3514.82.6.903
   Heine SJ, 1999, PSYCHOL REV, V106, P766, DOI 10.1037/0033-295X.106.4.766
   Heine SJ, 2001, J PERS SOC PSYCHOL, V81, P599, DOI 10.1037//0022-3514.81.4.599
   Heine SJ, 2008, PSYCHOL SCI, V19, P309, DOI 10.1111/j.1467-9280.2008.02085.x
   Heine SJ, 2007, PERS SOC PSYCHOL REV, V11, P4, DOI 10.1177/1088868306294587
   Howell AJ, 2009, LEARN INDIVID DIFFER, V19, P151, DOI 10.1016/j.lindif.2008.08.006
   Hu L-T., 1995, Structural equation modeling: Concepts, issues and applications, P76, DOI DOI 10.1080/10705519909540118
   Ip G.W.M., 1995, Asian Journal of Psychology, V1, P29
   JONES EE, 1978, PERS SOC PSYCHOL B, V4, P200, DOI 10.1177/014616727800400205
   Jose PE, 2007, ANXIETY STRESS COPIN, V20, P283, DOI 10.1080/10615800701272519
   Kearns H, 2007, BEHAV CHANGE, V24, P157, DOI 10.1375/bech.24.3.157
   Kodama M., 2005, JAPANESE HLTH PSYCHO, V12, P27
   Kudo E, 2003, J CROSS CULT PSYCHOL, V34, P511, DOI 10.1177/0022022103256475
   Kuncel NR, 2005, REV EDUC RES, V75, P63, DOI 10.3102/00346543075001063
   Linnenbrink EA, 2005, J EDUC PSYCHOL, V97, P197, DOI 10.1037/0022-0663.97.2.197
   MARKUS HR, 1991, PSYCHOL REV, V98, P224, DOI 10.1037/0033-295X.98.2.224
   Martin AJ, 2001, AM EDUC RES J, V38, P583, DOI 10.3102/00028312038003583
   Martin AJ, 2003, J EDUC PSYCHOL, V95, P617, DOI 10.1037/0022-0663.95.3.617
   Martin AJ, 2003, CONTEMP EDUC PSYCHOL, V28, P1, DOI 10.1016/S0361-476X(02)00008-5
   Martin AJ, 2003, AUST PSYCHOL, V38, P31, DOI 10.1080/00050060310001706997
   Martin AJ, 2001, J EDUC PSYCHOL, V93, P87, DOI 10.1037//0022-0663.93.1.87
   MARTIN AJ, 1998, THESIS U W SYDNEY MA
   Martin AJ, 2008, CONTEMP EDUC PSYCHOL, V33, P239, DOI 10.1016/j.cedpsych.2006.11.003
   Martin AJ, 2010, INT J TEST, V10, P274, DOI 10.1080/15305058.2010.482220
   Martin KA, 2002, SELF IDENTITY, V1, P337, DOI 10.1080/15298860290106814
   Matsumoto D, 2001, J CROSS CULT PSYCHOL, V32, P478, DOI 10.1177/0022022101032004007
   McClelland DavidC., 1953, ACHIEVEMENT MOTIVE, DOI DOI 10.1037/11144-000
   MCCLELLAND DC, 1965, AM PSYCHOL, V20, P321, DOI 10.1037/h0022225
   McInerney DM, 2006, MALAYS J LEARN INSTR, V3, P1
   Midgley C, 1996, J EDUC PSYCHOL, V88, P423, DOI 10.1037/0022-0663.88.3.423
   MIDGLEY C, 1995, J EARLY ADOLESCENCE, V15, P389, DOI 10.1177/0272431695015004001
   Midgley C, 2001, J EDUC PSYCHOL, V93, P77, DOI 10.1037//0022-0663.93.1.77
   Midgley C, 2001, CONTEMP EDUC PSYCHOL, V26, P61, DOI 10.1006/ceps.2000.1041
   Midgley C., 1998, Manual for the Patterns of Adaptive Learning Survey (PALS)
   Mobley M, 2005, J COUNS PSYCHOL, V52, P629, DOI 10.1037/0022-0167.52.4.629
   MOULTON RW, 1965, J PERS SOC PSYCHOL, V1, P399, DOI 10.1037/h0021749
   NOREM JK, 1986, COGNITIVE THER RES, V10, P347, DOI 10.1007/BF01173471
   NOREM JK, 1986, J PERS SOC PSYCHOL, V51, P1208, DOI 10.1037/0022-3514.51.6.1208
   Norem JK, 2008, SOC PERSONAL PSYCHOL, V2, P121, DOI 10.1111/j.1751-9004.2007.00053.x
   Nurmi JE, 1995, EUR J PSYCHOL ASSESS, V11, P108, DOI 10.1027/1015-5759.11.2.108
   Nurmi JE, 2003, CONTEMP EDUC PSYCHOL, V28, P59, DOI 10.1016/S0361-476X(02)00014-0
   Ommundsen Y., 2001, Psychology of Sport and Exercise, V2, P139, DOI 10.1016/S1469-0292(00)00019-4
   Otsuka S., 2005, Change: Transformations in Education, V8, P91, DOI DOI 10.3316/AEIPT.153844
   Pintrich PR, 2000, J EDUC PSYCHOL, V92, P544, DOI 10.1037/0022-0663.92.3.544
   Pintrich PR, 2003, J EDUC PSYCHOL, V95, P667, DOI 10.1037/0022-0663.95.4.667
   Pualengco RP, 2009, ASIAN J SOC PSYCHOL, V12, P12, DOI 10.1111/j.1467-839X.2008.01265.x
   Pulford BD, 2005, PERS INDIV DIFFER, V39, P727, DOI 10.1016/j.paid.2005.02.008
   Purdie N, 1996, AM EDUC RES J, V33, P845, DOI 10.3102/00028312033004845
   RHODEWALT F, 1995, BASIC APPL SOC PSYCH, V16, P397, DOI 10.1207/s15324834basp1604_1
   RHODEWALT F, 1991, J RES PERS, V25, P402, DOI 10.1016/0092-6566(91)90030-T
   RHODEWALT F, 1994, J PERS, V62, P67, DOI 10.1111/j.1467-6494.1994.tb00795.x
   Rhodewalt F., 1990, SELF HANDICAPPING PA, P69, DOI DOI 10.1007/978-1-4899-0861-2_3
   Riggs J.M., 1992, Achievement and motivation: A social-developmental perspective, P244
   Sagie A, 1996, J ORGAN BEHAV, V17, P431, DOI 10.1002/(SICI)1099-1379(199609)17:5<431::AID-JOB771>3.3.CO;2-O
   Schmalt HD, 1999, J RES PERS, V33, P109, DOI 10.1006/jrpe.1999.2245
   Schmitt DP, 2007, J CROSS CULT PSYCHOL, V38, P173, DOI 10.1177/0022022106297299
   Shaw E. J., 2009, 20095 COLL BOARD
   Sideridis GD, 2005, J EDUC PSYCHOL, V97, P366, DOI 10.1037/0022-0663.97.3.366
   Smith L, 2002, CONTEMP EDUC PSYCHOL, V27, P471, DOI 10.1006/ceps.2001.1105
   STIPEK DJ, 1989, J EDUC PSYCHOL, V81, P384, DOI 10.1037/0022-0663.81.3.384
   STRUBE MJ, 1986, BASIC APPL SOC PSYCH, V7, P211, DOI 10.1207/s15324834basp0703_4
   Sue S, 2003, PSYCHOL ASSESSMENT, V15, P306, DOI 10.1037/1040-3590.15.3.306
   Tabachnick, 2007, USING MULTIVARIATE S, V5th
   Tanaka A, 2001, PSYCHOL REP, V88, P123, DOI 10.2466/PR0.88.1.123-135
   Thompson T, 1995, J EDUC PSYCHOL, V87, P598, DOI 10.1037/0022-0663.87.4.598
   Thompson T, 1999, PERS INDIV DIFFER, V26, P887, DOI 10.1016/S0191-8869(98)00190-1
   Thompson T, 2007, EDUC PSYCHOL-UK, V27, P111, DOI 10.1080/01443410601061512
   Trumbull E., 2011, SCH COMMUNITY J, V21, P25
   Urdan T, 1998, AM EDUC RES J, V35, P101, DOI 10.3102/00028312035001101
   Urdan TC, 1997, ADV MOTIV A, V10, P99
   Van de Vijver F., 1997, Handbook of cross-cultural psychology, V1, P257
   WEINER B, 1970, J PERS SOC PSYCHOL, V15, P1, DOI 10.1037/h0029211
   Weiner B., 1972, THEORIES MOTIVATION
   Yamawaki N, 2004, COGNITION EMOTION, V18, P233, DOI 10.1080/02699930341000004
   Ziegert DI, 2001, CHILD DEV, V72, P609, DOI 10.1111/1467-8624.00300
   Ziegler M, 2010, J INDIVID DIFFER, V31, P15, DOI 10.1027/1614-0001/a000002
   Zuckerman M, 2005, J PERS, V73, P411, DOI 10.1111/j.1467-6494.2005.00314.x
   Zusho A, 2005, LEARN INDIVID DIFFER, V15, P141, DOI 10.1016/j.lindif.2004.11.003
NR 134
TC 106
Z9 186
U1 14
U2 238
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD AUG
PY 2013
VL 105
IS 3
BP 861
EP 880
DI 10.1037/a0032464
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 196CY
UT WOS:000322752200021
OA Green Submitted
DA 2024-07-19
ER

PT J
AU Diez, T
AF Diez, Thomas
TI Normative power as hegemony
SO COOPERATION AND CONFLICT
LA English
DT Article
DE EU foreign policy; hegemony; normative power
ID EUROPEAN-UNION; DEMOCRACY PROMOTION; EXPECTATIONS GAP; COMMON FOREIGN;
   EU; POLICY; SECURITY; POLITICS; AFRICA; CHINA
AB This article identifies four key problems in the debate about normative power Europe that may be fruitfully tackled when linking it to the concept of hegemony: the debate about whether EU foreign and external policy is driven by norms or interests; the problem of inconsistent behaviour as a result of competing and contested norms; the question of the role of state and non-state actors in EU foreign and external policy; and the problematic standing of normative power as an academic engagement, in particular in regard to whether the theory is of primarily explanatory, descriptive or normative value. The author suggests that the concept of hegemony may address these problems. First, it combines norms and interests, thus transcending the divide that has resulted in endless debates about the EU's standing as a normative power. Second, hegemony does not start from a pre-given set of norms with fixed meanings, but rather puts the struggles about these norms at centre stage, thus seeing inconsistencies not as undermining but as part and parcel of normative power. Third, hegemony expands our understanding of the actors involved in the construction and exercise of normative power, thus bringing not only Member States but also social forces in a much broader sense into the picture. Finally, hegemony reorientates the debate about normative power so as to reinstate the critical purpose that the concept was supposed to have from the start.
C1 [Diez, Thomas] Univ Tubingen, DE-72074 Tubingen, Germany.
C3 Eberhard Karls University of Tubingen
RP Diez, T (corresponding author), Univ Tubingen, Dept Polit Sci, Melanchthonstr 36, DE-72074 Tubingen, Germany.
EM thomas.diez@uni-tuebingen.de
RI Diez, Thomas/AFJ-9323-2022
OI Diez, Thomas/0000-0001-8056-6693
CR [Anonymous], MYTH GLOBAL CIVIL SO
   [Anonymous], 2004, CAP CL, DOI DOI 10.1007/978-1-349-13645-2_7
   Balducci Giuseppe., 2010, East Asia, V27, P35, DOI [https://doi.org/10.1007/s12140-009-9090-3, DOI 10.1007/S12140-009-9090-3]
   Barbé E, 2009, COOP CONFL, V44, P378, DOI 10.1177/0010836709344423
   Barnett Michael., 2005, POWER GLOBAL GOVERNA, P1
   Bieler Andreas., 2003, COOP CONFL, V38, P385, DOI DOI 10.1177/0010836703384003
   Bieler Andreas., 2001, SOCIAL FORCES MAKING
   Borzel T., 2000, EUROPEAN INTEGRATION, V4
   Bruff I, 2011, J INT RELAT DEV, V14, P391, DOI 10.1057/jird.2011.10
   Bull Hedley., 1977, ANARCHICAL SOC
   Buzan B., 2004, GLOBALIZATION INT SO
   Diez T, 2005, MILLENNIUM-J INT ST, V33, P613, DOI 10.1177/03058298050330031701
   Diez T., 2005, South European Society and Politics, V10, P1, DOI [DOI 10.1080/13608740500037890, 10.1080/13608740500037890]
   Diez T, 2006, INT ORGAN, V60, P563, DOI 10.1017/S0020818306060218
   Diez T, 2012, EUR SOC, V14, P522, DOI 10.1080/14616696.2012.724577
   Diez Thomas., 2007, Power in world politics, P173
   Diez Thomas., 2010, The Cyprus Review, V22, P175
   Diez Thomas., 2008, EUROPEAN UNION BORDE
   DUCHENE F, 1971, FOREIGN AFF, V50, P69, DOI 10.2307/20037888
   Duchene Francois., 1973, A Nation Writ Large? Foreign Policy Problems before the European Community, P1
   Ekers M, 2008, ENVIRON PLANN D, V26, P698, DOI 10.1068/d5907
   Erickson JL, 2013, EUR J INT RELAT, V19, P209, DOI 10.1177/1354066111415883
   Figueroa FE, 2010, GLOB SOC EDUC, V8, P247, DOI 10.1080/14767721003779936
   Geddes A, 2005, INT AFF, V81, P723, DOI 10.1111/j.1468-2346.2005.00481.x
   Gegout C, 2009, ETHNOPOLITICS, V8, P403, DOI 10.1080/17449050903086997
   Gilpin Robert., 1981, WAR CHANGE WORLD POL, DOI 10.1017/CBO9780511664267
   Glarbo K, 1999, J EUR PUBLIC POLICY, V6, P634, DOI 10.1080/135017699343513
   Hansen L, 1999, J COMMON MARK STUD, V37, P233, DOI 10.1111/1468-5965.00161
   Haukkala H, 2008, EUROPE-ASIA STUD, V60, P1601, DOI 10.1080/09668130802362342
   Haukkala Hiski., 2011, NORMATIVE POWER EURO, P45, DOI DOI 10.1057/9780230305601_3
   HILL C, 1993, J COMMON MARK STUD, V31, P305, DOI 10.1111/j.1468-5965.1993.tb00466.x
   Hollis R, 2012, INT AFF, V88, P81, DOI 10.1111/j.1468-2346.2012.01058.x
   HOWORTH J, 2000, 43 I SEC STUD
   Howorth J, 2012, COOP CONFL, V47, P433, DOI 10.1177/0010836712462770
   Hyde-Price A, 2006, J EUR PUBLIC POLICY, V13, P217, DOI 10.1080/13501760500451634
   Jorgensen KnudErik., 1997, REFLECTIVE APPROACHE, P167
   Juncos AnaE., 2011, Normative Power Europe: Empirical and Theoretical Perspectives, P83
   Kavalski E, 2013, COOP CONFL, V48, P247, DOI 10.1177/0010836713485386
   Keene E, 2013, COOP CONFL, V48, P268, DOI 10.1177/0010836713485385
   Krahmann Elke., 2005, INT STUD REV, V7, P531
   Laclau Ernesto., 2001, Hegemony and Socialist Strategy: Towards a Radical Democratic Politics, VSecond
   Langan M, 2012, NEW POLIT ECON, V17, P243, DOI 10.1080/13563467.2011.562975
   Lavenex S, 2006, WEST EUR POLIT, V29, P329, DOI 10.1080/01402380500512684
   Lavenex S., 2009, Journal of European Integration, V31, P83, DOI DOI 10.1080/07036330802503932
   Lerch M, 2006, J EUR PUBLIC POLICY, V13, P304, DOI 10.1080/13501760500452665
   Lightfoot S, 2005, J COMMON MARK STUD, V43, P75, DOI 10.1111/j.0021-9886.2005.00547.x
   Manners I, 2006, J EUR PUBLIC POLICY, V13, P182, DOI 10.1080/13501760500451600
   Manners I, 2002, J COMMON MARK STUD, V40, P235, DOI 10.1111/1468-5965.00353
   Manners I., 2007, Handbook of European Union Politics, P77
   Manners I, 2008, ROUTL GARN SER EUR W, V1, P23
   Manners Ian., 2011, Normative Power Europe: Empirical and Theoretical Perspectives, P226
   Merlingen M, 2007, SECUR DIALOGUE, V38, P435, DOI 10.1177/0967010607084995
   Merlingen Michael., 2006, EUROPEAN UNION PEACE
   Moravcsik A, 1994, CTR EUROPEAN STUDIES, V52
   Muhlenhoff H, J BALKAN NE IN PRESS
   Nicolaïdis K, 2002, J COMMON MARK STUD, V40, P767, DOI 10.1111/1468-5965.00397
   Ohrgaard JC, 1997, MILLENNIUM-J INT ST, V26, P1, DOI 10.1177/03058298970260010401
   Onar NF, 2013, COOP CONFL, V48, P283, DOI 10.1177/0010836713485384
   Pace M., 2008, The European Union and border conflicts: The power of integration and association, P203
   Pace Michelle., 2007, Cambridge Review of International Affairs, V20, P659
   Parker O, 2013, COOP CONFL, V48, P229, DOI 10.1177/0010836713485388
   Powel BT, 2009, DEMOCRATIZATION, V16, P193, DOI 10.1080/13510340802575924
   Reimann KD, 2006, INT STUD QUART, V50, P45, DOI 10.1111/j.1468-2478.2006.00392.x
   Romaniuk SN, 2010, ROMANIAN J EUROPEAN, V10
   Scherwitz E, 2012, 2012 ISA CONV SAN DI
   Simhandl Katrin., 2006, NATIONS NATL, V12, P97
   Simon R., 1982, GRAMSCIS POLITICAL T
   Sjursen H, 2006, J EUR PUBLIC POLICY, V13, P235, DOI 10.1080/13501760500451667
   Smith ME, 2004, J EUR PUBLIC POLICY, V11, P740, DOI 10.1080/1350176042000248124
   Stewart EmmaJ., 2011, Normative Power Europe: Empirical and Theoretical Perspectives, P65
   Tocci N, 2008, 281 CEPS
   Toje A, 2008, SECUR DIALOGUE, V39, P121, DOI 10.1177/0967010607086826
   Van Apeldoorn B., 2002, TRANSNATIONAL CAPITA
   Whitman RG, 2013, COOP CONFL, V48, P171, DOI 10.1177/0010836713485538
   Whitman RichardG., 2011, Normative Power Europe: Empirical and Theoretical Perspectives
   Wiener Antje., 2007, COMP EUR POLIT, V5, P1
   Wiener Antje., 2008, The Invisible Constitution of Politics: Contested Norms and International Encounters
   Young AR, 2007, JCMS-J COMMON MARK S, V45, P789, DOI 10.1111/j.1468-5965.2007.00748.x
   Young AR, 2006, J EUR PUBLIC POLICY, V13, P795, DOI 10.1080/13501760600837104
   Youngs R, 2009, J EUR PUBLIC POLICY, V16, P895, DOI 10.1080/13501760903088272
   Zimmermann H, 2007, JCMS-J COMMON MARK S, V45, P813, DOI 10.1111/j.1468-5965.2007.00749.x
NR 81
TC 129
Z9 141
U1 3
U2 98
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0010-8367
EI 1460-3691
J9 COOP CONFL
JI Coop. Confl.
PD JUN
PY 2013
VL 48
IS 2
SI SI
BP 194
EP 210
DI 10.1177/0010836713485387
PG 17
WC International Relations; Political Science
WE Social Science Citation Index (SSCI)
SC International Relations; Government & Law
GA 157RZ
UT WOS:000319918100003
DA 2024-07-19
ER

PT J
AU Estell, DB
   Perdue, NH
AF Estell, David B.
   Perdue, Neil H.
TI SOCIAL SUPPORT AND BEHAVIORAL AND AFFECTIVE SCHOOL ENGAGEMENT: THE
   EFFECTS OF PEERS, PARENTS, AND TEACHERS
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
ID ACADEMIC ENGAGEMENT; MOTIVATION; ATTACHMENT; RISK; ACHIEVEMENT;
   ADJUSTMENT; OUTCOMES; FRIENDS; FAMILY
AB School engagement has long been seen as an important component of school completion, and research shows that social support in the home and school promotes engagement. However, many researchers have argued that it is not a unitary construct but rather a multifaceted phenomenon, and the role of peer social support has not been as well studied as support from parents and teachers. Our study examines the association of social support from parents, teachers, and peers with two forms of engagement: affective and behavioral. Data came from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that although parent support was associated with higher levels of behavioral engagement, peer support was associated with higher levels of affective engagement.
C1 [Estell, David B.] Indiana Univ, Bloomington, IN 47405 USA.
   [Perdue, Neil H.] Univ Indianapolis, Indianapolis, IN USA.
C3 Indiana University System; Indiana University Bloomington; University of
   Indianapolis
RP Estell, DB (corresponding author), Indiana Univ, Dept Counseling & Educ Psychol, WW Wright Sch Educ, Rm 4010,201 North Rose Ave, Bloomington, IN 47405 USA.
EM destell@indiana.edu
CR Alexander KL, 1997, SOCIOL EDUC, V70, P87, DOI 10.2307/2673158
   Allhusen V, 2001, J APPL DEV PSYCHOL, V22, P457
   [Anonymous], NICHD STUD EARL CHIL
   BARRINGTON BL, 1989, J EDUC RES, V82, P309, DOI 10.1080/00220671.1989.10885913
   Belsky J, 2007, CHILD DEV, V78, P681, DOI 10.1111/j.1467-8624.2007.01021.x
   BERNDT TJ, 1995, CHILD DEV, V66, P1312, DOI 10.2307/1131649
   BRETHERTON I, 1985, MONOGR SOC RES CHILD, V50, P3, DOI 10.2307/3333824
   Bronfenbrenner U, 1979, The Ecology of Human Development: Experiments by Nature and Design, DOI DOI 10.2307/J.CTV26071R6
   Bronfenbrenner U., 1986, DEV ACTION CONTEXT, P286, DOI DOI 10.1007/978-3-662-02475-1_15
   Carter M, 2007, J ADOLESCENCE, V30, P51, DOI 10.1016/j.adolescence.2005.04.002
   Chapman C., 2010, Trends in High School Dropout and Completion Rates in the United States: 1972-2008
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   Crosnoe R, 2004, SOCIOL EDUC, V77, P60, DOI 10.1177/003804070407700103
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furlong M.J., 2003, The California School Psychologist, V8, P99, DOI [DOI 10.1007/BF03340899, 10.1080/ 03057640903567021, DOI 10.1080/03057640903567021]
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Garcia-Reid P, 2007, YOUTH SOC, V39, P164, DOI 10.1177/0044118X07303263
   Hamre BK, 2005, CHILD DEV, V76, P949, DOI 10.1111/j.1467-8624.2005.00889.x
   Harachi TW, 2006, AGGRESSIVE BEHAV, V32, P279, DOI 10.1002/ab.20125
   Hill LG, 2006, PSYCHOL SCHOOLS, V43, P231, DOI 10.1002/pits.20140
   Janosz M, 2008, J SOC ISSUES, V64, P21, DOI 10.1111/j.1540-4560.2008.00546.x
   Jimerson S.R., 2003, CALIFORNIA SCH PSYCH, V8, P7, DOI [DOI 10.1007/BF03340893, 10.1007/BF03340893, 10.1007/bf03340893]
   Johnson MK, 2001, SOCIOL EDUC, V74, P318, DOI 10.2307/2673138
   Kohl GO, 2000, J SCHOOL PSYCHOL, V38, P501, DOI 10.1016/S0022-4405(00)00050-9
   Ladd GW, 1996, CHILD DEV, V67, P1103, DOI 10.1111/j.1467-8624.1996.tb01785.x
   Lehr C.A., 2004, J ED STUDENTS PLACED, V9, P279, DOI [DOI 10.1207/S15327671ESPR0903_4, DOI 10.1207/S15327671ESPR09034]
   Malecki CK, 2006, SCHOOL PSYCHOL QUART, V21, P375, DOI 10.1037/h0084129
   Malecki CK, 2003, SCHOOL PSYCHOL QUART, V18, P231, DOI 10.1521/scpq.18.3.231.22576
   McGrew K. S, 1993, RELATIONSHIP WOODCOC, P39
   McGrew K.S., 1991, WJ R TECHNICAL MANUA
   MCGREW KS, 1995, J PSYCHOEDUC ASSESS, V13, P21, DOI 10.1177/073428299501300102
   Miller-Johnson S., 1995, PARENT TEACHER INVOL
   Ou SR, 2005, J APPL DEV PSYCHOL, V26, P578, DOI 10.1016/j.appdev.2005.06.008
   Perdue NH, 2009, PSYCHOL SCHOOLS, V46, P1084, DOI 10.1002/pits.20446
   Rueger SY, 2010, J YOUTH ADOLESCENCE, V39, P47, DOI 10.1007/s10964-008-9368-6
   Shin R., 2007, Professional School Counseling, V10, P379, DOI [DOI 10.1177/0143034307078103, 10.1177/2156759X0701000411, DOI 10.1177/2156759X0701000411]
   Simons-Morton B, 2004, ADDICT BEHAV, V29, P299, DOI 10.1016/j.addbeh.2003.08.005
   Sinclair M.F., 2003, J CALIFORNIA ASS SCH, V8, P29, DOI [https://doi.org/10.1007/BF03340894, DOI 10.1007/BF03340894, 10.1007/bf03340894]
   Sirin S.R., 2005, APPL DEV SCI, V9, P5, DOI DOI 10.1207/S1532480XADS0901_2
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   WEINER B, 1990, J EDUC PSYCHOL, V82, P616, DOI 10.1037/0022-0663.82.4.616
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Wentzel KR, 1999, J EDUC PSYCHOL, V91, P76, DOI 10.1037/0022-0663.91.1.76
   Woodcock R., 1990, Woodcock-Johnson psycho-educational batteryrevised
NR 45
TC 104
Z9 177
U1 9
U2 115
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD APR
PY 2013
VL 50
IS 4
BP 325
EP 339
DI 10.1002/pits.21681
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 097BG
UT WOS:000315448400001
DA 2024-07-19
ER

PT J
AU Neely, L
   Rispoli, M
   Camargo, S
   Davis, H
   Boles, M
AF Neely, Leslie
   Rispoli, Mandy
   Camargo, Siglia
   Davis, Heather
   Boles, Margot
TI The effect of instructional use of an iPad® on challenging behavior and
   academic engagement for two students with autism
SO RESEARCH IN AUTISM SPECTRUM DISORDERS
LA English
DT Article
DE iPad (R); Autism spectrum disorder; Challenging behavior; Academic
   demand
ID COMPUTER-BASED INTERVENTIONS; SPECTRUM DISORDERS; MOTIVATING OPERATIONS;
   SMART BOARD; CHILDREN; SKILLS; IPOD; DISABILITIES; INDIVIDUALS
AB iPads (R) are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads (R) on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad (R) to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad (R) and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad (R) condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad (R) as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed. (C) 2013 Published by Elsevier Ltd.
C1 [Neely, Leslie; Rispoli, Mandy; Camargo, Siglia; Davis, Heather; Boles, Margot] Texas A&M Univ, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station
RP Neely, L (corresponding author), Texas A&M Univ, Dept Educ Psychol, 4225 TAMU, College Stn, TX 77843 USA.
EM cockeril@neo.tamu.edu
OI Camargo, Siglia Pimentel Hoher/0000-0001-7058-6519
CR Ayres KM, 2009, EDUC TRAIN DEV DISAB, V44, P493
   Bondy A., 2001, Behavior Modification, V25, P725, DOI DOI 10.1177/108835769400900301
   Burke RV, 2010, RES DEV DISABIL, V31, P1223, DOI 10.1016/j.ridd.2010.07.023
   Cihak D, 2010, J POSIT BEHAV INTERV, V12, P103, DOI 10.1177/1098300709332346
   Hammond DL, 2010, EDUC TRAIN AUTISM DE, V45, P525
   Harrell A., 2010, SF Weekly News
   Iwata BA, 2008, BEHAV ANAL PRACT, V1, P3
   Kagohara DM, 2013, RES DEV DISABIL, V34, P147, DOI 10.1016/j.ridd.2012.07.027
   Kagohara DM, 2012, RES AUTISM SPECT DIS, V6, P304, DOI 10.1016/j.rasd.2011.05.012
   Kagohara DM, 2011, RES DEV DISABIL, V32, P2987, DOI 10.1016/j.ridd.2011.04.010
   Kennedy C.H., 2005, Single-case designs for education research
   Laraway S, 2003, J APPL BEHAV ANAL, V36, P407, DOI 10.1901/jaba.2003.36-407
   Matson J.L., 1995, QUESTIONS BEHAV FUNC
   Mechling LC, 2007, J AUTISM DEV DISORD, V37, P1869, DOI 10.1007/s10803-007-0361-9
   Murray OT, 2011, TECHTRENDS, V55, P42
   Pennington RC, 2010, FOCUS AUTISM DEV DIS, V25, P239, DOI 10.1177/1088357610378291
   Quillen I., 2011, Education Week: Digital Directions
   Ramdoss S, 2012, DEV NEUROREHABIL, V15, P119, DOI 10.3109/17518423.2011.651655
   Ramdoss S, 2012, J DEV PHYS DISABIL, V24, P197, DOI 10.1007/s10882-011-9259-8
   Ramdoss S, 2011, J BEHAV EDUC, V20, P55, DOI 10.1007/s10864-010-9112-7
   Rispoli M, 2011, J APPL BEHAV ANAL, V44, P187, DOI 10.1901/jaba.2011.44-187
   Rispoli MJ, 2011, EDUC TRAIN AUTISM DE, V46, P607
   Shah Nirvi., 2011, Education Week
   Tanaka JW, 2010, J CHILD PSYCHOL PSYC, V51, P944, DOI 10.1111/j.1469-7610.2010.02258.x
   Van Laarhoven T, 2009, J BEHAV EDUC, V18, P119, DOI 10.1007/s10864-009-9077-6
   Wainer AL, 2011, RES AUTISM SPECT DIS, V5, P96, DOI 10.1016/j.rasd.2010.08.002
   Xin JF, 2011, TEACH EXCEPT CHILD, V43, P18, DOI 10.1177/004005991104300402
NR 27
TC 95
Z9 154
U1 2
U2 92
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1750-9467
EI 1878-0237
J9 RES AUTISM SPECT DIS
JI Res. Autism Spectr. Disord.
PD APR
PY 2013
VL 7
IS 4
BP 509
EP 516
DI 10.1016/j.rasd.2012.12.004
PG 8
WC Education, Special; Psychology, Developmental; Psychiatry;
   Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology; Psychiatry; Rehabilitation
GA 152OA
UT WOS:000319539800002
DA 2024-07-19
ER

PT J
AU Abreu, M
   Grinevich, V
AF Abreu, Maria
   Grinevich, Vadim
TI The nature of academic entrepreneurship in the UK: Widening the focus on
   entrepreneurial activities
SO RESEARCH POLICY
LA English
DT Article
DE Academic entrepreneurship; University-business links; Technology
   transfer; Third stream funding
ID TECHNOLOGY-TRANSFER; UNIVERSITY INVENTIONS; GENDER-DIFFERENCES; LIFE
   SCIENCES; INDUSTRY; PRODUCTIVITY; SCIENTISTS; EXPERIENCE; DETERMINANTS;
   RESEARCHERS
AB We argue that the current focus of the academic entrepreneurship literature, which is mostly on patent-based activities such as spinouts and licensing, should be widened to also include other informal commercial and non-commercial activities that are entrepreneurial in nature. We define as entrepreneurial any activity that occurs beyond the traditional academic roles of teaching and/or research, is innovative, carries an element of risk, and leads to financial rewards for the individual academic or his/her institution. These financial rewards can occur directly or indirectly via an increase in reputation, prestige, influence or societal benefits. Informal activities are particularly common in disciplines such as the social sciences, the creative arts and the humanities and are often overlooked by TTOs and by the academic literature. Our aim is to fill this gap by empirically analysing the determinants of academic engagement in a wider range of activities than those that are typically considered. Our findings have implications for the practice of academic entrepreneurship, and for the effectiveness of university efforts to promote entrepreneurial activities via the formal IP system and through TTOs. Our analysis is based on a recently completed survey of UK academics, providing micro-data on over 22,000 academics in the sciences, social sciences, arts and humanities. The data are complemented using institution-level information on financial and logistical support for entrepreneurial activities. (C) 2012 Elsevier B.V. All rights reserved.
C1 [Abreu, Maria] Univ Cambridge, Pembroke Coll, Dept Land Econ, Cambridge CB2 1RF, England.
   [Grinevich, Vadim] Sch Business Leadership & Enterprise, Ipswich IP4 1QJ, Suffolk, England.
C3 University of Cambridge
RP Abreu, M (corresponding author), Univ Cambridge, Pembroke Coll, Dept Land Econ, Cambridge CB2 1RF, England.
EM ma405@cam.ac.uk; v.grinevich@ucs.ac.uk
CR Abreu M., 2008, Universities, Business and Knowledge Exchange
   Abreu M., 2009, Knowledge Exchange between Academics and the Business, Public and Third Sectors
   Agrawal A, 2002, MANAGE SCI, V48, P44, DOI 10.1287/mnsc.48.1.44.14279
   [Anonymous], 2003, U MARKETPLACE COMMER
   [Anonymous], 2010, CREAT PROSP ROL HIGH
   Azoulay P, 2007, J ECON BEHAV ORGAN, V63, P599, DOI 10.1016/j.jebo.2006.05.015
   Bains William, 2005, J Commer Biotechnol, V11, P353, DOI 10.1057/palgrave.jcb.3040137
   Bercovitz J, 2008, ORGAN SCI, V19, P69, DOI 10.1287/orsc.1070.0295
   Blumenthal D, 1996, NEW ENGL J MED, V334, P368, DOI 10.1056/NEJM199602083340606
   BLUMENTHAL D, 1986, SCIENCE, V231, P242, DOI 10.1126/science.3941897
   Bozeman B, 2007, RES POLICY, V36, P694, DOI 10.1016/j.respol.2007.01.007
   Breschi S, 2007, ECON INNOV NEW TECH, V16, P101, DOI 10.1080/10438590600982830
   Browne J., 2010, SECURING SUSTAINABLE
   Calderini M, 2007, RES POLICY, V36, P303, DOI 10.1016/j.respol.2006.11.007
   Cappellari L, 2003, STATA J, V3, P278, DOI 10.1177/1536867X0300300305
   Carayol N, 2007, ECON INNOV NEW TECH, V16, P119, DOI 10.1080/10438590600982855
   Casson M.C., 1995, ENTREPRENEURSHIP BUS
   Chang YC, 2009, RES POLICY, V38, P936, DOI 10.1016/j.respol.2009.03.005
   Cohen WM, 2002, MANAGE SCI, V48, P1, DOI 10.1287/mnsc.48.1.1.14273
   COLLINI Stefan., 2012, WHAT ARE U
   D'Este P, 2007, RES POLICY, V36, P1295, DOI 10.1016/j.respol.2007.05.002
   D'Este P, 2011, J TECHNOL TRANSFER, V36, P316, DOI 10.1007/s10961-010-9153-z
   Dana L.P., 1987, Frontiers of Entrepreneurship Research, P573
   Debackere K, 2005, RES POLICY, V34, P321, DOI 10.1016/j.respol.2004.12.003
   Di Gregorio D, 2003, RES POLICY, V32, P209, DOI 10.1016/S0048-7333(02)00097-5
   Dietz JS, 2005, RES POLICY, V34, P349, DOI 10.1016/j.respol.2005.01.008
   Ding W, 2011, RES POLICY, V40, P69, DOI 10.1016/j.respol.2010.09.011
   Ding WW, 2006, SCIENCE, V313, P665, DOI 10.1126/science.1124832
   Etzkowitz H, 1998, RES POLICY, V27, P823, DOI 10.1016/S0048-7333(98)00093-6
   Etzkowitz H, 2003, RES POLICY, V32, P109, DOI 10.1016/S0048-7333(02)00009-4
   Fini R, 2010, RES POLICY, V39, P1060, DOI 10.1016/j.respol.2010.05.014
   Franzoni C., 2006, 180 CESPRI U COMM LU
   Geisler R. L., 1993, RES RELEVANT KNOWLED
   Geuna A, 2006, RES POLICY, V35, P790, DOI 10.1016/j.respol.2006.04.005
   HE-BCI, 2007, HIGH ED BUS COMM INT
   Henderson R, 1998, REV ECON STAT, V80, P119, DOI 10.1162/003465398557221
   Hughes A., 2010, UK DATA ARCH STUDY
   Jain S, 2009, RES POLICY, V38, P922, DOI 10.1016/j.respol.2009.02.007
   Jensen R, 2001, AM ECON REV, V91, P240, DOI 10.1257/aer.91.1.240
   Jensen R, 2010, 15732 NBER
   Jensen RA, 2003, INT J IND ORGAN, V21, P1271, DOI 10.1016/S0167-7187(03)00083-3
   Kirzner I.M., 1973, Competition and Entrepreneurship
   Klofsten M, 2000, SMALL BUS ECON, V14, P299, DOI 10.1023/A:1008184601282
   Lam A, 2007, J MANAGE STUD, V44, P993, DOI 10.1111/j.1467-6486.2007.00696.x
   Landry R, 2006, RES POLICY, V35, P1599, DOI 10.1016/j.respol.2006.09.020
   LEVIN SG, 1991, AM ECON REV, V81, P114
   Link AN, 2007, IND CORP CHANGE, V16, P641, DOI 10.1093/icc/dtm020
   Link AN, 2005, RES POLICY, V34, P1106, DOI 10.1016/j.respol.2005.05.015
   Lockett A, 2005, RES POLICY, V34, P1043, DOI 10.1016/j.respol.2005.05.006
   LOUIS KS, 1989, ADMIN SCI QUART, V34, P110, DOI 10.2307/2392988
   Markman GD, 2005, J BUS VENTURING, V20, P241, DOI 10.1016/j.jbusvent.2003.12.003
   Mars MM, 2010, HIGH EDUC, V59, P441, DOI 10.1007/s10734-009-9258-1
   Martinelli A, 2008, J TECHNOL TRANSFER, V33, P259, DOI 10.1007/s10961-007-9031-5
   Mosey S, 2007, ENTREP THEORY PRACT, V31, P909, DOI 10.1111/j.1540-6520.2007.00203.x
   MOWERY D., 2004, IVORY TOWER IND INNO
   Murray F, 2004, RES POLICY, V33, P643, DOI 10.1016/j.respol.2004.01.013
   Murray F, 2007, IND CORP CHANGE, V16, P657, DOI 10.1093/icc/dtm021
   O'Shea RP, 2007, R&D MANAGE, V37, P1, DOI 10.1111/j.1467-9310.2007.00454.x
   O'Shea RP, 2005, RES POLICY, V34, P994, DOI 10.1016/j.respol.2005.05.011
   OECD, 2009, EV PROGR ED ENTR REP
   ONS, 2005, MID POP EST 2005 UK
   Owen-Smith J, 2003, RES POLICY, V32, P1695, DOI 10.1016/S0048-7333(03)00045-3
   Owen-Smith J., 2001, J TECHNOL TRANSF, V26, P99, DOI 10.1023/A:1007892413701
   Powell WW, 1998, J POLICY ANAL MANAG, V17, P253, DOI 10.1002/(SICI)1520-6688(199821)17:2<253::AID-PAM8>3.3.CO;2-2
   Roberts E.B., 1991, ENTREPRENEURS HIGH T
   Schumpeter J.A., 1912, THEORY EC DEV
   Shane S, 2004, NEW HORIZ ENTREP, P1
   Shane S, 2003, IND CORP CHANGE, V12, P519, DOI 10.1093/icc/12.3.519
   Shane S. A., 2003, A general theory of entrepreneurship: The individual-opportunity nexus
   Siegel D S., 2005, Advances in the study of entrepreneurship, innovation, and economic growth
   Siegel DS, 2004, J ENG TECHNOL MANAGE, V21, P115, DOI 10.1016/j.jengtecman.2003.12.006
   Siegel DS, 2003, RES POLICY, V32, P27, DOI 10.1016/S0048-7333(01)00196-2
   Stephan PE, 2007, J TECHNOL TRANSFER, V32, P475, DOI 10.1007/s10961-007-9033-3
   Stephan PE, 2007, ECON INNOV NEW TECH, V16, P71, DOI 10.1080/10438590600982806
   Stevens A.J., 2004, Journal of Technology Transfer, V29, P93
   Stokes D. E., 2011, PASTEURS QUADRANT BA
   Stuart TE, 2006, AM J SOCIOL, V112, P97, DOI 10.1086/502691
   Swamidass PM, 2009, J TECHNOL TRANSFER, V34, P343, DOI 10.1007/s10961-008-9097-8
   Thursby J., 2005, The Journal of Technology Transfer, V30, P343, DOI DOI 10.1007/S10961-005-2580-6
   Whittington K.B., 2005, J TECHNOL TRANSFER, V30, P355, DOI DOI 10.1007/S10961-005-2581-5
   Wright M, 2006, RES POLICY, V35, P481, DOI 10.1016/j.respol.2006.01.005
NR 81
TC 304
Z9 327
U1 17
U2 259
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0048-7333
EI 1873-7625
J9 RES POLICY
JI Res. Policy
PD MAR
PY 2013
VL 42
IS 2
BP 408
EP 422
DI 10.1016/j.respol.2012.10.005
PG 15
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 111OK
UT WOS:000316530400009
OA Bronze
DA 2024-07-19
ER

PT J
AU Gillen-O'Neel, C
   Fuligni, A
AF Gillen-O'Neel, Cari
   Fuligni, Andrew
TI A Longitudinal Study of School Belonging and Academic Motivation Across
   High School
SO CHILD DEVELOPMENT
LA English
DT Article
ID ADOLESCENTS; STUDENTS; SUPPORT; ACHIEVEMENT; ENGAGEMENT; MIDDLE;
   IDENTIFICATION; PARTICIPATION; PERCEPTIONS; PERFORMANCE
AB This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N=572; age span=13.9419.15years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years.
C1 [Gillen-O'Neel, Cari; Fuligni, Andrew] Univ Calif Los Angeles, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Gillen-O'Neel, C (corresponding author), Univ Calif Los Angeles, Dept Psychol, 1285 Franz Hall, Los Angeles, CA 90095 USA.
EM c.go@ucla.edu
CR Adams CR, 1998, J NEGRO EDUC, V67, P48, DOI 10.2307/2668240
   Alfaro EC, 2006, FAM RELAT, V55, P279, DOI 10.1111/j.1741-3729.2006.00402.x
   Anderman EM, 2002, J EDUC PSYCHOL, V94, P795, DOI 10.1037//0022-0663.94.4.795
   Anderman LH, 2003, J EXP EDUC, V72, P5, DOI 10.1080/00220970309600877
   Anderman LH, 1999, CONTEMP EDUC PSYCHOL, V24, P21, DOI 10.1006/ceps.1998.0978
   Anderson L.W., 2000, INT J EDUC RES, V33, P325, DOI [10.1016/S0883-0355(00)00020-3, DOI 10.1016/S0883-0355, DOI 10.1016/S0883-0355(00)00020-3]
   [Anonymous], 2009, HDB ADOLESCENT PSYCH, DOI DOI 10.1002/9780470479193.ADLPSY001013
   [Anonymous], 2003, SOCIAL CAUSES PSYCHO
   [Anonymous], 1993, J EARLY ADOLESC, DOI DOI 10.1177/0272431693013001002
   Banse R, 2010, DEVELOPMENTAL SCI, V13, P298, DOI 10.1111/j.1467-7687.2009.00880.x
   BATTISTICH V, 1995, AM EDUC RES J, V32, P627, DOI 10.3102/00028312032003627
   BAUMEISTER RF, 1995, PSYCHOL BULL, V117, P497, DOI 10.1037/0033-2909.117.3.497
   Benner AD, 2007, J RES ADOLESCENCE, V17, P207, DOI 10.1111/j.1532-7795.2007.00519.x
   Bennett M, 2003, BRIT J DEV PSYCHOL, V21, P99, DOI 10.1348/026151003321164645
   Booker K.C., 2006, High School Journal, V89, P1, DOI [10.1353/hsj.2006.0005, DOI 10.1353/HSJ.2006.0005, https://doi.org/10.1353/hsj.2006.0005]
   Braddock JH, 2005, SOCIOL SPECTRUM, V25, P231, DOI 10.1080/02732170590884040
   Brewster AnnB., 2004, Child and Adolescent Social Work Journal, V21, P47, DOI [DOI 10.1023/B:CASW.0000012348.83939.6B, 10.1023/B:CASW.0000012348.83939.6b]
   Brown R, 2002, URBAN EDUC, V37, P41, DOI 10.1177/0042085902371004
   Bryk A. S., 1992, HIERARCHICAL LINEAR
   California Department of Education, 2006, SCH SUMM DAT
   Catterall JS, 1998, AM J EDUC, V106, P302, DOI 10.1086/444184
   Crosnoe R, 2004, SOCIOL EDUC, V77, P60, DOI 10.1177/003804070407700103
   Davis HA, 2003, EDUC PSYCHOL-US, V38, P207, DOI 10.1207/S15326985EP3804_2
   DeBacker TK, 1999, CONTEMP EDUC PSYCHOL, V24, P71, DOI 10.1006/ceps.1998.0984
   Ding C., 2007, STUD EDUC EVAL, V33, P159, DOI [10.1016/j.stueduc.2007.04.004, DOI 10.1016/J.STUEDUC.2007.04.004]
   Dotterer AM, 2007, J YOUTH ADOLESCENCE, V36, P391, DOI 10.1007/s10964-006-9161-3
   Eccles J., 2004, Handbook of adolescent psychology, DOI DOI 10.1002/9780470479193.ADLPSY001013
   Eccles J. S., 1983, Achievement and Achievement Motives: Psychological and Sociological Approaches, P75, DOI DOI 10.1006/CEPS.1999.1015
   Eccles J.S., 2005, DEV SCI ADV TXB, P513
   Eccles J. S., 1990, ADV ADOLESCENT DEV A, V1992, P1134
   ECCLES JS, 1993, ELEM SCHOOL J, V93, P553, DOI 10.1086/461740
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Eccles JS, 1997, J ADOLESCENT RES, V12, P263, DOI 10.1177/0743554897122007
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Finn KV, 2004, J EDUC RES, V97, P115, DOI 10.3200/JOER.97.3.115-121
   Fredricks JA, 2005, SEARCH I SER DEV ATT, P305
   Fredricks JA, 2006, DEV PSYCHOL, V42, P698, DOI 10.1037/0012-1649.42.4.698
   Garcia-Reid P, 2007, YOUTH SOC, V39, P164, DOI 10.1177/0044118X07303263
   Gilman R, 2006, J SCHOOL PSYCHOL, V44, P375, DOI 10.1016/j.jsp.2006.03.004
   GOODENOW C, 1993, PSYCHOL SCHOOLS, V30, P79, DOI 10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X
   GOODENOW C, 1993, J EXP EDUC, V62, P60, DOI 10.1080/00220973.1993.9943831
   Greene J.P., 2006, Leaving Boys Behind: Public High School Graduation Rates
   Gutman LM, 2000, J YOUTH ADOLESCENCE, V29, P223, DOI 10.1023/A:1005108700243
   Hargreaves A., 1996, SCH CHANGE REINVENTI
   Hughes JN, 2006, J SCHOOL PSYCHOL, V43, P447, DOI 10.1016/j.jsp.2005.10.002
   Ibañez GE, 2004, J YOUTH ADOLESCENCE, V33, P559, DOI 10.1023/B:JOYO.0000048069.22681.2c
   Janosz M, 2008, J SOC ISSUES, V64, P21, DOI 10.1111/j.1540-4560.2008.00546.x
   Kenny ME, 2005, J VOCAT BEHAV, V66, P257, DOI 10.1016/j.jvb.2004.10.002
   Kuperminc GP, 2008, J ADOLESCENCE, V31, P469, DOI 10.1016/j.adolescence.2007.09.003
   Liu YY, 2011, LEARN INDIVID DIFFER, V21, P187, DOI 10.1016/j.lindif.2010.12.007
   McNeely Clea A, 2002, J Sch Health, V72, P138
   MEEUS W, 1995, ADOLESCENCE, V30, P931
   Nussbaum AD, 2007, J EXP SOC PSYCHOL, V43, P127, DOI 10.1016/j.jesp.2005.12.007
   Pittman LD, 2007, J EXP EDUC, V75, P270, DOI 10.3200/JEXE.75.4.270-292
   Roeser RW, 1996, J EDUC PSYCHOL, V88, P408, DOI 10.1037/0022-0663.88.3.408
   Roeser RW, 2000, ELEM SCHOOL J, V100, P443, DOI 10.1086/499650
   Rouse CE, 2009, FUTURE CHILD, V19, P3
   Singh K, 2010, EDUC RES POLICY PRAC, V9, P159, DOI 10.1007/s10671-010-9087-0
   Smith HJ, 1997, J EXP SOC PSYCHOL, V33, P146, DOI 10.1006/jesp.1996.1318
   TYLER TR, 1995, J PERS SOC PSYCHOL, V69, P482, DOI 10.1037/0022-3514.69.3.482
   Voelkl KE, 1997, AM J EDUC, V105, P294, DOI 10.1086/444158
   Walton GM, 2007, J PERS SOC PSYCHOL, V92, P82, DOI 10.1037/0022-3514.92.1.82
   Whitlock J.L., 2006, Applied Developmental Science, V10, P13, DOI [DOI 10.1207/S1532480XADS1001_2, 10.1207/s1532480xads1001_2]
   Witherspoon D, 2011, J YOUTH ADOLESCENCE, V40, P1077, DOI 10.1007/s10964-010-9614-6
NR 64
TC 186
Z9 300
U1 3
U2 73
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD MAR-APR
PY 2013
VL 84
IS 2
BP 678
EP 692
DI 10.1111/j.1467-8624.2012.01862.x
PG 15
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 115IN
UT WOS:000316805900021
PM 23002809
DA 2024-07-19
ER

PT J
AU Douglass, JA
   Thomson, G
   Zhao, CM
AF Douglass, John Aubrey
   Thomson, Gregg
   Zhao, Chun-Mei
TI The learning outcomes race: the value of self-reported gains in large
   research universities
SO HIGHER EDUCATION
LA English
DT Article
DE Learning outcomes; Standardized tests; Global higher education markets;
   AHELO; Student academic engagement
ID RESPONSE-SHIFT BIAS
AB Throughout the world, measuring "learning outcomes" is viewed by many stakeholders as a relatively new method to judge the "value added" of colleges and universities. The potential to accurately measure learning gains is also a diagnostic tool for institutional self-improvement. This essay discussed the marketisation of learning outcomes tests, and the relative merits of student experience surveys in gauging learning outcomes by analyzing results from the University of California's Undergraduate Experience Survey (Student Experience in the Research University Survey: SERU-S). The SERU-S includes responses by seniors who entered as freshmen on six educational outcomes self-reports: analytical and critical thinking skills, writing skills, reading and comprehension skills, oral presentation skills, quantitative skills, and skills in a particular field of study. Although self-reported gains are sometimes regarded as having dubious validity compared to so-called "direct measures" of student learning, the analysis of this study reveals the SERU survey design has many advantages, especially in large, complex institutional settings. Without excluding other forms of gauging learning outcomes, we conclude that, designed properly, student surveys offer a valuable and more nuanced alternative in understanding and identifying learning outcomes in the broad tapestry of higher education institutions. We discuss the politics of the learning outcomes race, the validity of standardized tests like the Collegiate Learning Assessment (CLA), and what we can learn from student surveys like SERU-S. We also suggest there is a tension between what meets the accountability desires of governments and the needs of individual universities focused on self-improvement.
C1 [Douglass, John Aubrey; Thomson, Gregg; Zhao, Chun-Mei] Univ Calif Berkeley, Ctr Studies Higher Educ, Berkeley, CA 94720 USA.
C3 University of California System; University of California Berkeley
RP Douglass, JA (corresponding author), Univ Calif Berkeley, Ctr Studies Higher Educ, Berkeley, CA 94720 USA.
EM douglass@berkeley.edu; gthomson@berkeley.edu; mzhao@berkeley.edu
CR Adelman C., 2006, ED WEEK, V26
   Arum R., 2008, Learning to reason and communicate in college: Initial report of findings from the CLA longitudinal study
   Arum R., 2011, Academically adrift: Limited learning on college campuses
   Assessment of Higher Education Learning Outcomes, 2011, ASS HIGH ED LEARN OU
   Banta T., 2006, ASSESSMENT UPDATE, V18, P15
   Banta T., 2009, ASSESSMENT IMPROVEME
   Banta T.W., 2006, Assessment Update, V18, P3
   Banta Trudy W., 2007, INSIDE HIGHER E 0126
   Braun H. I, 2008, 2008 REIDY INTERACTI
   Chatman S, 2007, I VERSUS ACAD DISCIP
   Consortium on Financing Higher Education (COFHE), 2008, ASS FUND RESP
   Gonyea R.M., 2005, New directions for institutional research, V127, P73, DOI [DOI 10.1002/IR.156, 10.1002/ir.156]
   Hill LG, 2005, AM J EVAL, V26, P501, DOI 10.1177/1098214005281356
   Hosch B. J., 2010, ASS I RES C JUN 2 20
   HOWARD GS, 1979, J APPL PSYCHOL, V64, P144, DOI 10.1037/0021-9010.64.2.144
   HOWARD GS, 1980, EVALUATION REV, V4, P93, DOI 10.1177/0193841X8000400105
   Howard GS., 1979, APPL PSYCH MEAS, V3, P1, DOI DOI 10.1177/014662167900300101
   Klein SP, 2005, RES HIGH EDUC, V46, P251, DOI 10.1007/s11162-004-1640-3
   Klein S, 2008, EVALUATION REV, V32, P511, DOI 10.1177/0193841X08325948
   Klein S, 2007, EVALUATION REV, V31, P415, DOI 10.1177/0193841X07303318
   KROSNICK JA, 1991, APPL COGNITIVE PSYCH, V5, P213, DOI 10.1002/acp.2350050305
   Lam TCM, 2003, AM J EVAL, V24, P65, DOI 10.1177/109821400302400106
   Pike G.R., 2006, Assessment Update, V18, P5
   Shulman L.S., 2007, Change, V39, P28
   Spelling Commission on the Future of Higher Education, 2006, TEST LEAD CHART FUT
   Taylor PJ, 2009, AM J EVAL, V30, P31, DOI 10.1177/1098214008328517
NR 26
TC 92
Z9 116
U1 0
U2 59
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD SEP
PY 2012
VL 64
IS 3
BP 317
EP 335
DI 10.1007/s10734-011-9496-x
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 967DR
UT WOS:000305887100003
DA 2024-07-19
ER

PT J
AU Wang, MT
   Huguley, JP
AF Wang, Ming-Te
   Huguley, James P.
TI Parental Racial Socialization as a Moderator of the Effects of Racial
   Discrimination on Educational Success Among African American Adolescents
SO CHILD DEVELOPMENT
LA English
DT Article
ID ETHNIC SOCIALIZATION; SCHOOL ENGAGEMENT; ACADEMIC-ACHIEVEMENT;
   EXPERIENCES; PERCEPTIONS; IDENTITY; PATTERNS; CHILDREN; SUPPORT; MIDDLE
AB This study investigated whether parental racial socialization practices moderated the relation between racial discrimination in school and adolescents educational outcomes. Using data from a longitudinal study of an economically diverse sample of 630 African American adolescents (mean age = 14.5) from a major East Coast metropolis, the results revealed that cultural socialization attenuated the effect of teacher discrimination on grade point average (GPA) and educational aspirations, as well as the effect of peer discrimination on GPA. Also, preparation for bias and cultural socialization interacted to make unique contributions to African American adolescents educational outcomes. Finally, there was some evidence that teacher discrimination was more detrimental to the academic engagement of African American males than females. Implications for research and practice are discussed.
C1 [Wang, Ming-Te] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
   [Huguley, James P.] Harvard Univ, Cambridge, MA 02138 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; Harvard University
RP Wang, MT (corresponding author), 5940 Posvar Hall,230 S Bouquet St, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
CR Aiken L.S., 1991, MULTIPLE REGRESSION
   BOWMAN PJ, 1985, J AM ACAD CHILD PSY, V24, P134, DOI 10.1016/S0002-7138(09)60438-6
   Brown TL, 2007, J YOUTH ADOLESCENCE, V36, P1072, DOI 10.1007/s10964-007-9197-z
   Brown TL, 2009, J YOUTH ADOLESCENCE, V38, P214, DOI 10.1007/s10964-008-9362-z
   Brown W.T., 2004, Journal of Black Psychology, V30, P248, DOI [DOI 10.1177/0095798403260727, 10.1177/0095798403260727]
   Carter P.L., 2005, Keepin' It Real: School Success Beyond Black and White
   Caughy MO, 2002, CHILD DEV, V73, P1611, DOI 10.1111/1467-8624.00493
   Chavous TM, 2008, DEV PSYCHOL, V44, P637, DOI 10.1037/0012-1649.44.3.637
   Coll CG, 1996, CHILD DEV, V67, P1891, DOI 10.2307/1131600
   Conchas G.Q., 2008, SMALL SCH URBAN YOUT
   Constantine MG, 2002, J BLACK STUD, V32, P322, DOI 10.1177/002193470203200303
   Cooper SM, 2010, J YOUTH ADOLESCENCE, V39, P199, DOI 10.1007/s10964-009-9404-1
   Cunningham M, 1999, J COMMUNITY PSYCHOL, V27, P569, DOI 10.1002/(SICI)1520-6629(199909)27:5<569::AID-JCOP5>3.0.CO;2-6
   Cunningham M., 2004, ADOLESCENT BOYS, P219
   Diamond J.B., 2011, African American children and mental health: Development and context, V1, P63
   Dotterer AM, 2009, APPL DEV SCI, V13, P61, DOI 10.1080/10888690902801442
   Eccles JS, 2006, J SCHOOL PSYCHOL, V44, P407, DOI 10.1016/j.jsp.2006.04.001
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Eccles JS, 1997, J ADOLESCENT RES, V12, P263, DOI 10.1177/0743554897122007
   Ferguson R., 2007, EXCELLENCE EQUITY EM
   Fischer AR, 1999, J COUNS PSYCHOL, V46, P395, DOI 10.1037/0022-0167.46.3.395
   Fisher CB, 2000, J YOUTH ADOLESCENCE, V29, P679, DOI 10.1023/A:1026455906512
   Furstenberg F., 1992, S BIENN M SOC RES AD
   Greene ML, 2006, DEV PSYCHOL, V42, P218, DOI 10.1037/0012-1649.42.2.218
   Harris-Britt A, 2007, J RES ADOLESCENCE, V17, P669, DOI 10.1111/j.1532-7795.2007.00540.x
   Hughes D, 2003, AM J COMMUN PSYCHOL, V31, P15, DOI 10.1023/A:1023066418688
   Hughes D, 2006, DEV PSYCHOL, V42, P747, DOI 10.1037/0012-1649.42.5.747
   Hughes Diane., 1997, APPL DEV SCI, V1, P200, DOI DOI 10.1207/S1532480XADS0104_4
   MARSHALL S, 1995, J YOUTH ADOLESCENCE, V24, P377, DOI 10.1007/BF01537187
   McHale SM, 2006, CHILD DEV, V77, P1387, DOI 10.1111/j.1467-8624.2006.00942.x
   Miserandino M, 1996, J EDUC PSYCHOL, V88, P203, DOI 10.1037/0022-0663.88.2.203
   Murry VM, 2009, CULT DIVERS ETHN MIN, V15, P1, DOI 10.1037/a0013180
   Neblett EW, 2010, CHILD DEV PERSPECT, V4, P131, DOI 10.1111/j.1750-8606.2010.00131.x
   Neblett EW, 2009, J YOUTH ADOLESCENCE, V38, P189, DOI 10.1007/s10964-008-9359-7
   Neblett EW, 2006, J BLACK PSYCHOL, V32, P199, DOI 10.1177/0095798406287072
   Noguera P.A., 2008, TROUBLE BLACK BOYS O
   Orfield G., 2002, Racial inequity in special education
   Perry T., 2003, YOUNG GIFTED BLACK, P1
   PHELAN P, 1994, AM EDUC RES J, V31, P415, DOI 10.2307/1163316
   PHINNEY JS, 1995, J RES ADOLESCENCE, V5, P31, DOI 10.1207/s15327795jra0501_2
   Rivas-Drake D, 2009, J RES ADOLESCENCE, V19, P558, DOI 10.1111/j.1532-7795.2009.00607.x
   Roderick M, 2003, URBAN EDUC, V38, P538, DOI 10.1177/0042085903256221
   Roeser RW, 1998, DEV PSYCHOPATHOL, V10, P321, DOI 10.1017/S0954579498001631
   Scott LD, 2004, J ADOLESCENCE, V27, P123, DOI 10.1016/j.adolescence.2003.11.005
   SEWELL WH, 1967, SOCIOL EDUC, V40, P1, DOI 10.2307/2112184
   Simpson A. W., 1983, AM EDUC RES J, V26, P27
   SIMPSON EH, 1949, NATURE, V163, P688, DOI 10.1038/163688a0
   Smalls C, 2007, J BLACK PSYCHOL, V33, P299, DOI 10.1177/0095798407302541
   Smalls C, 2009, J YOUTH ADOLESCENCE, V38, P204, DOI 10.1007/s10964-008-9316-5
   Smith EP, 2003, AM J COMMUN PSYCHOL, V32, P159, DOI 10.1023/A:1025663311100
   Spencer M.B., 1995, RACIAL ETHNIC IDENTI, V1st, P31
   Spencer MB, 1999, EDUC PSYCHOL-US, V34, P43, DOI 10.1207/s15326985ep3401_4
   Stevenson HC, 1997, YOUTH SOC, V29, P197, DOI 10.1177/0044118X97029002003
   Stevenson HC, 2002, J YOUTH ADOLESCENCE, V31, P473, DOI 10.1023/A:1020267221683
   Swanson DP, 2003, URBAN EDUC, V38, P608, DOI 10.1177/0042085903256218
   Thomas DE, 2009, PSYCHOL SCHOOLS, V46, P184, DOI 10.1002/pits.20362
   Wang M.-T., DEV PSYCHOL IN PRESS
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   Wang MT, 2012, J RES ADOLESCENCE, V22, P31, DOI 10.1111/j.1532-7795.2011.00753.x
   Wang MT, 2011, J SCHOOL PSYCHOL, V49, P465, DOI 10.1016/j.jsp.2011.04.001
   Wang MT, 2010, AM EDUC RES J, V47, P633, DOI 10.3102/0002831209361209
   Wang MT, 2009, SCHOOL PSYCHOL QUART, V24, P240, DOI 10.1037/a0017999
   Ward J.V., 1996, Urban girls: Resisting stereotypes, creating identities, P85
   Wong CA, 2003, J PERS, V71, P1197, DOI 10.1111/1467-6494.7106012
NR 64
TC 139
Z9 231
U1 1
U2 36
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD SEP-OCT
PY 2012
VL 83
IS 5
BP 1716
EP 1731
DI 10.1111/j.1467-8624.2012.01808.x
PG 16
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 003UE
UT WOS:000308636100019
PM 22717004
DA 2024-07-19
ER

PT J
AU Fall, AM
   Roberts, G
AF Fall, Anna-Maria
   Roberts, Greg
TI High school dropouts: Interactions between social context,
   self-perceptions, school engagement, and student dropout
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE Teacher support; Parent support; Behavioral engagement; Academic
   engagement; Dropping out of high school; Self-perceptions; Academic
   achievement
ID ACADEMIC-ACHIEVEMENT; ADOLESCENTS PERCEPTIONS; CLASSROOM; MEDIATION;
   MODEL; ENVIRONMENT; AMERICAN; MOBILITY; RISK; PREDICTORS
AB Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd on behalf of The Foundation for Professionals in Services for Adolescents.
C1 [Fall, Anna-Maria; Roberts, Greg] Univ Texas Austin, Meadows Ctr Preventing Educ Risk, Austin, TX 78712 USA.
C3 University of Texas System; University of Texas Austin
RP Fall, AM (corresponding author), Univ Texas Austin, Meadows Ctr Preventing Educ Risk, 1 Univ Stn D4900, Austin, TX 78712 USA.
EM amfall@austin.utexas.edu
RI Fall, Anna-Maria/E-9828-2013; Roberts, Greg/GWV-5653-2022
OI Roberts, Greg/0000-0002-3636-8590
CR Alexander KL, 1997, SOCIOL EDUC, V70, P87, DOI 10.2307/2673158
   [Anonymous], 2010, nces 2010-013
   [Anonymous], 2007, TEACH, DOI DOI 10.7916/D8B858J8
   Appleton JJ, 2006, J SCHOOL PSYCHOL, V44, P427, DOI 10.1016/j.jsp.2006.04.002
   Archambault I, 2009, J ADOLESCENCE, V32, P651, DOI 10.1016/j.adolescence.2008.06.007
   ASTONE NM, 1994, DEMOGRAPHY, V31, P575, DOI 10.2307/2061791
   BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173, DOI 10.1037/0022-3514.51.6.1173
   Battin-Pearson S, 2000, J EDUC PSYCHOL, V92, P568, DOI 10.1037//0022-0663.92.3.568
   BENTLER PM, 1990, PSYCHOL BULL, V107, P238, DOI 10.1037/0033-2909.88.3.588
   Brown TA., 2006, CONFIRMATORY FACTOR, DOI DOI 10.19030/AJBE.V6I3.7818
   CAIRNS RB, 1989, CHILD DEV, V60, P1437, DOI 10.2307/1130933
   Caraway K, 2003, PSYCHOL SCHOOLS, V40, P417, DOI 10.1002/pits.10092
   Cheung GW, 2008, ORGAN RES METHODS, V11, P296, DOI 10.1177/1094428107300343
   Connell J.P., 1991, Self processes in development: Minnesota symposium on child psychology, V23, P167
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   CONNELL JP, 1995, J ADOLESCENT RES, V10, P41, DOI 10.1177/0743554895101004
   DiPerna JC, 2005, J SCHOOL PSYCHOL, V43, P379, DOI 10.1016/j.jsp.2005.09.002
   Dotterer AM, 2011, J YOUTH ADOLESCENCE, V40, P1649, DOI 10.1007/s10964-011-9647-5
   Dynarski M., 1998, Impacts of dropout prevention programs: Final report
   Ekstrom R.B., 1986, TEACH COLL REC, V87, P3576
   EPSTEIN JL, 1995, PHI DELTA KAPPAN, V76, P701
   Fairchild AJ, 2010, J SCHOOL PSYCHOL, V48, P53, DOI 10.1016/j.jsp.2009.09.001
   Fan XT, 2001, J EXP EDUC, V70, P27, DOI 10.1080/00220970109599497
   Finn J. D., 2006, 2006328 NCES
   Finn JD, 1997, J APPL PSYCHOL, V82, P221, DOI 10.1037/0021-9010.82.2.221
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Gleason P., 2002, Journal of Education for Students Placed At Risk, V7, P25, DOI [DOI 10.1207/S15327671ESPR0701_3, 10.1207/S15327671ESPR0701_3]
   Goldschmidt P, 1999, AM EDUC RES J, V36, P715, DOI 10.3102/00028312036004715
   Hancock G.R., 2001, STRUCTURAL EQUATION, P195, DOI DOI 10.12691/EDUCATION-3-1-10
   Hardre PL, 2003, J EDUC PSYCHOL, V95, P347, DOI 10.1037/0022-0663.95.2.347
   Hong S, 2005, J EDUC PSYCHOL, V97, P32, DOI 10.1037/0022-0663.97.1.32
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Ingels S.J., 2007, 2008347 NCES
   Jimerson S.R., 2003, CALIFORNIA SCH PSYCH, V8, P7, DOI [DOI 10.1007/BF03340893, 10.1007/BF03340893, 10.1007/bf03340893]
   Kline R.B., 2016, Principles and Practice of Structural Equation Modeling, VFourth
   Lau R. S., ORG RES MET IN PRESS
   Legault L, 2006, J EDUC PSYCHOL, V98, P567, DOI 10.1037/0022-0663.98.3.567
   Levin H., 2007, The costs and benefits of an excellent education for all of America's children
   LITTLE RJA, 1995, J AM STAT ASSOC, V90, P1112, DOI 10.2307/2291350
   Mackinnon David P, 2004, Multivariate Behav Res, V39, P99
   MacKinnon DP, 2002, PSYCHOL METHODS, V7, P83, DOI 10.1037/1082-989X.7.1.83
   Moretti E., 2007, PRICE WE PAY EC SOCI, P142
   Muthen B. O., 1993, MPLUS STAT ANAL LATE
   Muthen BO, 1995, SOCIOL METHODOL, V25, P267, DOI 10.2307/271070
   Neild R.C., 2006, Unfulfilled promise: The dimensions and characteristics of Philadelphia's dropout crisis, 2000-2005
   Orfield G., 2006, DROPOUTS AM CONFRONT, V2nd
   Patrick H, 2007, J EDUC PSYCHOL, V99, P83, DOI 10.1037/0022-0663.99.1.83
   Preacher KJ, 2004, BEHAV RES METH INS C, V36, P717, DOI 10.3758/BF03206553
   Preacher KJ, 2008, BEHAV RES METHODS, V40, P879, DOI 10.3758/BRM.40.3.879
   Ream RK, 2008, SOCIOL EDUC, V81, P109, DOI 10.1177/003804070808100201
   Reschly A., 2010, READ WRIT Q, V26, P1
   Roderick M., 2000, UPDATE ENDING SOCIAL
   Roderick M.R., 1994, The path to dropping out
   Rumberger R. W., 2006, Dropouts in America: Confronting the Graduation Rate Crisis
   RUMBERGER RW, 1995, AM EDUC RES J, V32, P583, DOI 10.3102/00028312032003583
   Rumberger RW, 1998, AM J EDUC, V107, P1, DOI 10.1086/444201
   Ryan AM, 2001, AM EDUC RES J, V38, P437, DOI 10.3102/00028312038002437
   SCHMITT N, 1994, J ORGAN BEHAV, V15, P393, DOI 10.1002/job.4030150504
   Shrout PE, 2002, PSYCHOL METHODS, V7, P422, DOI 10.1037//1082-989X.7.4.422
   Sinclair M.F., 2003, J CALIFORNIA ASS SCH, V8, P29, DOI [https://doi.org/10.1007/BF03340894, DOI 10.1007/BF03340894, 10.1007/bf03340894]
   Skinner E.A., 1994, LIFE SPAN DEV BEHAV, P91
   Skinner E.A., 2009, Handbook of motivation at school, P223, DOI DOI 10.1037/0003-066X.55.1.68
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   Sobel M.E., 1982, SOCIOL METHODOL, V13, P290, DOI [10.2307/270723, DOI 10.2307/270723]
   STEIGER JH, 1990, MULTIVAR BEHAV RES, V25, P173, DOI 10.1207/s15327906mbr2502_4
   Stillwell, 2010, 2010341 NCES
   Stutts Ellen S., 2004, 2004405 NCES
   Sum A., 2009, CONSEQUENCES DROPPIN
   Swanson CB, 1999, SOCIOL EDUC, V72, P54, DOI 10.2307/2673186
   Waldfogel J., 2007, The Price We Pay: The Economic and Political Consequences of Inadequate Education, P160
   Wang MT, 2010, AM EDUC RES J, V47, P633, DOI 10.3102/0002831209361209
   Wu JY, 2010, J SCHOOL PSYCHOL, V48, P357, DOI 10.1016/j.jsp.2010.06.004
   You S, 2009, EDUC PSYCHOL-UK, V29, P659, DOI 10.1080/01443410903206815
NR 75
TC 198
Z9 367
U1 3
U2 135
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0140-1971
EI 1095-9254
J9 J ADOLESCENCE
JI J. Adolesc.
PD AUG
PY 2012
VL 35
IS 4
BP 787
EP 798
DI 10.1016/j.adolescence.2011.11.004
PG 12
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 994BW
UT WOS:000307906900002
PM 22153483
OA Green Accepted
DA 2024-07-19
ER

PT J
AU Bahrami, F
   Movahedi, A
   Marandi, SM
   Abedi, A
AF Bahrami, Fatimah
   Movahedi, Ahmadreza
   Marandi, Sayed Mohammad
   Abedi, Ahmad
TI Kata techniques training consistently decreases stereotypy in children
   with autism spectrum disorder
SO RESEARCH IN DEVELOPMENTAL DISABILITIES
LA English
DT Article
DE Stereotypy; Autism; Kata techniques training; Exercise
ID SELF-STIMULATORY BEHAVIORS; SCHOOL-AGE-CHILDREN; AEROBIC EXERCISE;
   ACADEMIC ENGAGEMENT; ANTECEDENT EXERCISE; PHYSICAL EXERCISE;
   YOUNG-CHILDREN; PROGRAM; SKILLS; INDIVIDUALS
AB The effects of 14 weeks of Kata techniques training on stereotypic behaviors of children with autism spectrum disorders (ASD) were investigated. The study included 30 eligible (diagnosed ASD, school age) children with ages ranging from 5 to 16 years whom they assigned to an exercise (n = 15) or a no-exercise control group (n = 15). Participants of the exercise group received Kata techniques instruction four times per week for 14 weeks (56 sessions). Stereotypy was assessed at baseline (pre-intervention), week 14 (post-intervention), and at one month follow up in both groups. Results showed that Kata techniques training significantly reduced stereotypy in the exercise group. Following participation in Kata techniques training, stereotypy decreased from baseline levels by a M of 42.54% across participants. Interestingly, after 30 days of no practice, stereotypy in the exercise group remained significantly decreased compared to pre-intervention time. The participants of the control group did not show significant changes in the stereotypy. Teaching martial arts techniques to children with ASD for a long period of time consistently decreased their stereotypic behaviors. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Bahrami, Fatimah; Movahedi, Ahmadreza; Marandi, Sayed Mohammad] Univ Isfahan, Coll Sport Sci, Esfahan, Iran.
   [Abedi, Ahmad] Univ Isfahan, Coll Educ Psychol, Esfahan, Iran.
C3 University of Isfahan; University of Isfahan
RP Movahedi, A (corresponding author), Univ Isfahan, Coll Sport Sci, Hezar Jarib St, Esfahan, Iran.
EM fbahrami20@yahoo.com; a.movahedi@spr.ui.ac.ir; s.m.marandi@spr.ui.ac.ir;
   a.abedi@edu.ui.ac.ir
RI Movahedi, Ahmadreza/AAH-3856-2020; Movahedi, Ahmadreza/V-5778-2019;
   McCann, Brian/N-9504-2014
OI Movahedi, Ahmadreza/0000-0002-2313-4752; 
CR Abernethy I, 2002, BUNKAI JUTSU PRACTIC
   ALLISON DB, 1991, J AUTISM DEV DISORD, V21, P89, DOI 10.1007/BF02207001
   AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
   [Anonymous], 2005, Motor Control and Learning: A Behavioral Emphasis
   [Anonymous], INTRO MOTOR LEARNING
   [Anonymous], 2006, GARS 2 GILLIAM AUTIS
   [Anonymous], 2000, DIAGN STAT MAN MENT, DOI DOI 10.1176/APPI.BOOKS.9780890425787
   BACHMAN JE, 1988, RES DEV DISABIL, V9, P73, DOI 10.1016/0891-4222(88)90021-2
   Bar-Or O., 2004, PEDIAT EXERCISE MED
   Bass M, 2009, J AUTISM DEV DISORD, V39, P1261, DOI 10.1007/s10803-009-0734-3
   Baumeister A.A., 1973, INT REV RES MENTAL R, V6, P55, DOI DOI 10.1016/S0074-7750(08)60037-3
   Bejerot S, 2006, OBESSIVE COMPULSIVE, P59
   Berkson G, 1967, Proc Annu Meet Am Psychopathol Assoc, V55, P76
   Best J.F., 1974, Australian Occupational Therapy Journal, V21, P72, DOI [10.1111/j.1440-1630.1974.tb00991.x, DOI 10.1111/J.1440-1630.1974.TB00991.X]
   Bishop SL, 2007, AM J MENT RETARD, V112, P450, DOI 10.1352/0895-8017(2007)112[450:POPNII]2.0.CO;2
   Bodfish JW, 2000, J AUTISM DEV DISORD, V30, P237, DOI 10.1023/A:1005596502855
   Bumin G, 2003, J REHABIL MED, V35, P44, DOI 10.1080/16501970306107
   Carlson M, 1997, ANN NY ACAD SCI, V807, P419, DOI 10.1111/j.1749-6632.1997.tb51936.x
   Celiberti DA, 1997, RES DEV DISABIL, V18, P139, DOI 10.1016/S0891-4222(96)00032-7
   Chugani DC, 1997, ANN NEUROL, V42, P666, DOI 10.1002/ana.410420420
   Collier D., 1987, Adapted Physical Activity Quarterly, V4, P226, DOI DOI 10.1123/APAQ.4.3.226
   Conroy M., 2005, FOCUS AUTISM DEV DIS, V20, P223, DOI [10.1177/10883576050200040401, DOI 10.1177/10883576050200040401]
   Cratty B., 1973, TEACHING MOTOR SKILL
   DEY S, 1992, PHYSIOL BEHAV, V52, P1095, DOI 10.1016/0031-9384(92)90465-E
   ELLIOTT RO, 1994, J AUTISM DEV DISORD, V24, P565, DOI 10.1007/BF02172138
   Fazzi E, 1999, BRAIN DEV-JPN, V21, P522, DOI 10.1016/S0387-7604(99)00059-5
   Fong SSM, 2012, RES DEV DISABIL, V33, P85, DOI 10.1016/j.ridd.2011.08.023
   Fragala-Pinkham M, 2008, DEV MED CHILD NEUROL, V50, P822, DOI 10.1111/j.1469-8749.2008.03086.x
   Gabriels RL, 2005, RES DEV DISABIL, V26, P169, DOI 10.1016/j.ridd.2004.05.003
   Gabriels RL, 2012, RES AUTISM SPECT DIS, V6, P578, DOI 10.1016/j.rasd.2011.09.007
   Gallahue DL., 2006, UNDERSTANDING MOTOR, V6th
   García-Villamisar DA, 2010, J INTELL DISABIL RES, V54, P611, DOI 10.1111/j.1365-2788.2010.01289.x
   Gibbs TT, 2010, NEUROCHEMICAL BASIS OF AUTISM: FROM MOLECULES TO MINICOLUMNS, P245, DOI 10.1007/978-1-4419-1272-5_15
   Gordon R., 1986, CHILD FAMILY BEHAV T, V8, P37, DOI DOI 10.1300/J019V08N03_04
   GORMANSMITH D, 1985, J MENT DEFIC RES, V29, P295
   HEBB DO, 1955, PSYCHOL REV, V62, P243, DOI 10.1037/h0041823
   Horner RH, 2002, J AUTISM DEV DISORD, V32, P423, DOI 10.1023/A:1020593922901
   JONES RSP, 1990, J MENT DEFIC RES, V34, P261
   Joosten AV, 2009, J AUTISM DEV DISORD, V39, P521, DOI 10.1007/s10803-008-0654-7
   Kennedy CH., 2002, Self-injurious behavior: gene-brain-behavior relationships, P133, DOI DOI 10.1037/10457-008
   KERN L, 1984, J AUTISM DEV DISORD, V14, P57, DOI 10.1007/BF02408555
   KERN L, 1982, J AUTISM DEV DISORD, V12, P399, DOI 10.1007/BF01538327
   KOEGEL RL, 1972, J APPL BEHAV ANAL, V5, P381, DOI 10.1901/jaba.1972.5-381
   LAGROW SJ, 1984, AM J MENT DEF, V88, P595
   Lang R, 2010, RES AUTISM SPECT DIS, V4, P565, DOI 10.1016/j.rasd.2010.01.006
   Lanovaz MJ, 2011, RES DEV DISABIL, V32, P447, DOI 10.1016/j.ridd.2010.12.026
   Leuba C., 1955, PSYCHOL REP, V1, P27, DOI [10.2466/pr0.1955.1.g.27, DOI 10.2466/PR0.1955.1.G.27]
   Levinson L.J., 1993, Adapted Physical Activity Quarterly, V10, P255, DOI DOI 10.1123/APAQ.10.3.255
   Lochbaum M., 2003, COMPLEMENTARY HLTH P, V8, P225, DOI [DOI 10.1177/1076167503252917, https://doi.org/10.1177/1076167503252917]
   LOVAAS OI, 1971, BEHAV RES THER, V9, P39, DOI 10.1016/0005-7967(71)90035-0
   Mandelbaum DE, 2006, DEV MED CHILD NEUROL, V48, P33, DOI 10.1017/S0012162206000089
   Matson JL, 1997, RES DEV DISABIL, V18, P471, DOI 10.1016/S0891-4222(97)00023-1
   Matson JL, 1997, RES DEV DISABIL, V18, P457, DOI 10.1016/S0891-4222(97)00022-X
   McLaughlin C.A.H., 2010, THESIS U WASHINGTON
   MEEUSEN R, 1995, SPORTS MED, V20, P160, DOI 10.2165/00007256-199520030-00004
   Morrens M, 2006, SCHIZOPHR RES, V84, P397, DOI 10.1016/j.schres.2006.01.024
   Morressey P.A., 1992, Behavioural Residential Treatment, V7, P373, DOI DOI 10.1002/BIN.2360070505
   Movahedi A, 2007, J MOTOR BEHAV, V39, P457, DOI 10.3200/JMBR.39.6.457-462
   Nakayama M, 1979, BEST KARATE
   Nicholson H, 2011, PSYCHOL SCHOOLS, V48, P198, DOI 10.1002/pits.20537
   Nyhan W.L., 1994, DESTRUCTIVE BEHAV DE, P181
   Olive M., 2010, Tourette Syndrome
   Oriel KN, 2011, PEDIATR PHYS THER, V23, P187, DOI 10.1097/PEP.0b013e318218f149
   Owens G, 2008, J AUTISM DEV DISORD, V38, P1944, DOI 10.1007/s10803-008-0590-6
   Pan CY, 2011, RES AUTISM SPECT DIS, V5, P657, DOI 10.1016/j.rasd.2010.08.001
   Pan CY, 2010, AUTISM, V14, P9, DOI 10.1177/1362361309339496
   Pitetti KH, 2007, J AUTISM DEV DISORD, V37, P997, DOI 10.1007/s10803-006-0238-3
   Powers S., 1992, BEHAVIOURAL RESIDENT, V7, P15, DOI DOI 10.1002/BIN.2360070103
   Prupas A, 2001, EDUC TRAIN MENT RET, V36, P196
   Redmond R, 2006, RATA FOLK DANCES SHO
   Reid P. D., 1988, Therapeutic Recreation Journal, V22, P47
   Ringdahl JE, 2011, AUT CHILD PSYCHO, P479, DOI 10.1007/978-1-4419-8065-6_30
   Roebel AM, 2007, RES DEV DISABIL, V28, P37, DOI 10.1016/j.ridd.2005.10.004
   Rogers L, 2010, TOP EARLY CHILD SPEC, V30, P102, DOI 10.1177/0271121410369708
   RosenthalMalek A, 1997, J AUTISM DEV DISORD, V27, P193, DOI 10.1023/A:1025848009248
   Schmidt R.A., 2000, MOTOR LEARNING PERFO
   Schoenecker B, 2001, APPL ANIM BEHAV SCI, V73, P311, DOI 10.1016/S0168-1591(01)00143-5
   Schreck KA, 2004, RES DEV DISABIL, V25, P57, DOI 10.1016/j.ridd.2003.04.007
   Singer R.N., 1975, MOTOR LEARNING HUMAN, VSegunda
   Smith EA, 1996, RES DEV DISABIL, V17, P253, DOI 10.1016/0891-4222(96)00007-8
   Staples KL, 2011, AUT CHILD PSYCHO, P397, DOI 10.1007/978-1-4419-8065-6_25
   TARNOWSKI KJ, 1985, BEHAV THER, V16, P275, DOI 10.1016/S0005-7894(85)80015-0
   Tiger JH, 2009, APPLIED BEHAVIOR ANALYSIS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS, P145, DOI 10.1007/978-1-4419-0088-3_8
   Todd T., 2006, Focus on Autism and Other Developmental Disabilities, V21, P167, DOI DOI 10.1177/10883576060210030501
   Turner M, 1999, J CHILD PSYCHOL PSYC, V40, P839, DOI 10.1111/1469-7610.00502
   Volkmar F.R., 1989, Autism, P208
   WATTERS RG, 1980, J AUTISM DEV DISORD, V10, P379, DOI 10.1007/BF02414814
   Weyandt A, 2011, EFFECTIVENESS SPECIA, P8
   WING L, 1979, J AUTISM DEV DISORD, V9, P11, DOI 10.1007/BF01531288
   Wipfli BM., 2008, THESIS ARIZONA STATE
   Worley JA, 2011, AUT CHILD PSYCHO, P215, DOI 10.1007/978-1-4419-8065-6_13
   Wuang YP, 2010, ADAPT PHYS ACT Q, V27, P113, DOI 10.1123/apaq.27.2.113
   Yilmaz I, 2004, PEDIATR INT, V46, P624, DOI 10.1111/j.1442-200x.2004.01938.x
NR 93
TC 98
Z9 119
U1 6
U2 69
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0891-4222
J9 RES DEV DISABIL
JI Res. Dev. Disabil.
PD JUL-AUG
PY 2012
VL 33
IS 4
BP 1183
EP 1193
DI 10.1016/j.ridd.2012.01.018
PG 11
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 937XW
UT WOS:000303698500025
PM 22502844
DA 2024-07-19
ER

PT J
AU Wang, MT
   Eccles, JS
AF Wang, Ming-Te
   Eccles, Jacquelynne S.
TI Social Support Matters: Longitudinal Effects of Social Support on Three
   Dimensions of School Engagement From Middle to High School
SO CHILD DEVELOPMENT
LA English
DT Article
ID STAGE-ENVIRONMENT FIT; STUDENT ENGAGEMENT; OPPOSITIONAL CULTURE;
   COGNITIVE ENGAGEMENT; ACADEMIC ENGAGEMENT; GENDER-DIFFERENCES; EARLY
   ADOLESCENCE; ACHIEVEMENT; TRAJECTORIES; MOTIVATION
AB This study examined the relative influence of adolescents supportive relationships with teachers, peers, and parents on trajectories of different dimensions of school engagement from middle to high school and how these associations differed by gender and race or ethnicity. The sample consisted of 1,479 students (52% females, 56% African American). The average growth trajectories of school compliance, participation in extracurricular activities, school identification, and subjective valuing of learning decreased from 7th to 11th grades (mean ages = 12.9 years to 17.2 years). Different sources of social support were not equally important in their impact on school engagement, and the effect of these sources differed by the aspect of engagement studied. For instance, peer social support predicted adolescents school compliance more strongly and school identification less strongly than teacher social support.
C1 [Wang, Ming-Te; Eccles, Jacquelynne S.] Univ Michigan, Ann Arbor, MI 48109 USA.
   [Wang, Ming-Te] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
C3 University of Michigan System; University of Michigan; Pennsylvania
   Commonwealth System of Higher Education (PCSHE); University of
   Pittsburgh
RP Wang, MT (corresponding author), ISR 5110,426 Thompson St, Ann Arbor, MI 48106 USA.
EM wangmi@umich.edu
RI Wang, Ming-Te/HCH-2285-2022
CR Ainsworth-Darnell JW, 1998, AM SOCIOL REV, V63, P536, DOI 10.2307/2657266
   AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
   Anderson SA, 2007, FAM RELAT, V56, P346, DOI 10.1111/j.1741-3729.2007.00464.x
   [Anonymous], 1993, School engagement and students at risk
   Appleton JJ, 2006, J SCHOOL PSYCHOL, V44, P427, DOI 10.1016/j.jsp.2006.04.002
   Archambault I, 2009, J SCHOOL HEALTH, V79, P408, DOI 10.1111/j.1746-1561.2009.00428.x
   Bembenutty H, 2007, J ADV ACAD, V18, P586
   BERNDT TJ, 1995, CHILD DEV, V66, P1312, DOI 10.2307/1131649
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   Bowen GL, 2008, FAM RELAT, V57, P504, DOI 10.1111/j.1741-3729.2008.00518.x
   Brofenbrenner U., 2005, MAKING HUMAN BEINGS
   Bryk A. S., 1992, HIERARCHICAL LINEAR
   Bumpus MF, 2001, DEV PSYCHOL, V37, P163, DOI 10.1037/0012-1649.37.2.163
   COIE JD, 1993, DEV PSYCHOPATHOL, V5, P263, DOI 10.1017/S0954579400004387
   Connell J.P., 1990, The self in transition: Infancy to childhood, P61
   Cook TD, 2002, CHILD DEV, V73, P1283, DOI 10.1111/1467-8624.00472
   Downey DB, 2002, AM SOCIOL REV, V67, P156, DOI 10.2307/3088939
   Eccles J.S., 2007, WHY ARENT MORE WOMEN, P199, DOI DOI 10.1037/11546-016
   Eccles J. S., 1998, Handbook of child psychology: Vol. 3. Social, emotional, V5th ed., P1017, DOI DOI 10.1002/9780470147658
   Eccles JS, 2006, J SCHOOL PSYCHOL, V44, P407, DOI 10.1016/j.jsp.2006.04.001
   Eccles JS, 1999, J ADOLESCENT RES, V14, P10, DOI 10.1177/0743558499141003
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Elliot D.S., 1989, MULTIPLE PROBLEM YOU
   Ferguson RF, 2004, PHI DELTA KAPPAN, V85, P656, DOI 10.1177/003172170408500906
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   French DC, 2001, J RES ADOLESCENCE, V11, P225, DOI 10.1111/1532-7795.00011
   FRYDENBERG E, 1993, J ADOLESCENCE, V16, P253, DOI 10.1006/jado.1993.1024
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Furstenberg FrankF., 1999, Managing to Make It: Urban Families and Adolescent Success
   Garcia-Reid P, 2007, YOUTH SOC, V39, P164, DOI 10.1177/0044118X07303263
   Garnefski N, 1996, J AM ACAD CHILD PSY, V35, P1657, DOI 10.1097/00004583-199612000-00018
   Graham S, 1998, J EDUC PSYCHOL, V90, P606, DOI 10.1037/0022-0663.90.4.606
   Guthrie J.T., 2000, Handbook of reading research, V3rd
   Gutman LM, 2007, DEV PSYCHOL, V43, P522, DOI 10.1037/0012-1649.43.2.522
   Harris AL, 2006, SOC FORCES, V85, P797, DOI 10.1353/sof.2007.0006
   JESSOR R, 1995, DEV PSYCHOL, V31, P923, DOI 10.1037/0012-1649.31.6.923
   Johnson MK, 2001, SOCIOL EDUC, V74, P318, DOI 10.2307/2673138
   Kurdek LA, 2000, J EDUC PSYCHOL, V92, P449, DOI 10.1037//0022-0663.92.3.449
   LARSON R, 1991, CHILD DEV, V62, P284, DOI 10.1111/j.1467-8624.1991.tb01531.x
   Luthar SS, 1996, J RES ADOLESCENCE, V6, P581
   Malecki CK, 2006, SCHOOL PSYCHOL QUART, V21, P375, DOI 10.1037/h0084129
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   Martin AJ, 2004, AUST J PSYCHOL, V56, P133, DOI 10.1080/00049530412331283363
   McNelles LR, 1999, J RES ADOLESCENCE, V9, P143, DOI 10.1207/s15327795jra0902_2
   Meece JL, 2006, J SCHOOL PSYCHOL, V44, P351, DOI 10.1016/j.jsp.2006.04.004
   Michael A., 2003, GENDER DIFFERENCES P, P277, DOI DOI 10.1017/CBO9780511489716.014
   MICKELSON RA, 1990, SOCIOL EDUC, V63, P44, DOI 10.2307/2112896
   Moore KA, 2004, ANN AM ACAD POLIT SS, V591, P125, DOI 10.1177/0002716203260103
   Murray C, 2009, J EARLY ADOLESCENCE, V29, P376, DOI 10.1177/0272431608322940
   Ogbu JohnU., 2003, Black American students in an affluent suburb: A study of academic disengagement
   Perry JC, 2010, COUNS PSYCHOL, V38, P269, DOI 10.1177/0011000009349272
   Raudenbush S., 2001, HIERARCHICAL LINEAR
   Raudenbush SW, 2001, PSYCHOL METHODS, V6, P387, DOI 10.1037//1082-989X.6.4.387
   Roeser RW, 1996, J EDUC PSYCHOL, V88, P408, DOI 10.1037/0022-0663.88.3.408
   Roeser RW, 1998, DEV PSYCHOPATHOL, V10, P321, DOI 10.1017/S0954579498001631
   Rueger SY, 2010, J YOUTH ADOLESCENCE, V39, P47, DOI 10.1007/s10964-008-9368-6
   Shin R., 2007, Professional School Counseling, V10, P379, DOI [DOI 10.1177/0143034307078103, 10.1177/2156759X0701000411, DOI 10.1177/2156759X0701000411]
   Simmons R., 1987, Moving into adolescence: The impact of pubertal change and school context
   Sirin S.R., 2005, APPL DEV SCI, V9, P5, DOI DOI 10.1207/S1532480XADS0901_2
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Skinner EA, 2009, EDUC PSYCHOL MEAS, V69, P493, DOI 10.1177/0013164408323233
   Smerdon BA, 1999, RES SOC EDU, V12, P103
   Smetana JG, 2006, ANNU REV PSYCHOL, V57, P255, DOI 10.1146/annurev.psych.57.102904.190124
   STEINBERG L, 1986, CHILD DEV, V57, P841, DOI 10.2307/1130361
   Steinberg L., 1996, Beyond the classroom: Why school reform has failed and what parents need to do
   Stipek D., 2002, DEV ACHIEVEMENT MOTI, P27
   Van Acker R., 2000, Preventing School Failure, V44, P93, DOI [DOI 10.1080/10459880009599789, https://doi.org/10.1080/10459880009599789]
   Voelkl KE, 1997, AM J EDUC, V105, P294, DOI 10.1086/444158
   Wang MT, 2012, J RES ADOLESCENCE, V22, P31, DOI 10.1111/j.1532-7795.2011.00753.x
   Wang MT, 2011, DEV PSYCHOL, V47, P1324, DOI 10.1037/a0024026
   Wang MT, 2011, J SCHOOL PSYCHOL, V49, P465, DOI 10.1016/j.jsp.2011.04.001
   Wang MT, 2010, AM EDUC RES J, V47, P633, DOI 10.3102/0002831209361209
   Wang MT, 2010, J RES ADOLESCENCE, V20, P274, DOI 10.1111/j.1532-7795.2010.00648.x
   Wang MT, 2009, SCHOOL PSYCHOL QUART, V24, P240, DOI 10.1037/a0017999
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Wilkinson L.C., 1985, GENDER INFLUENCES CL
   Wong CA, 2003, J PERS, V71, P1197, DOI 10.1111/1467-6494.7106012
   Woolley ME, 2007, FAM RELAT, V56, P92, DOI 10.1111/j.1741-3729.2007.00442.x
   ZIMMERMAN BJ, 1990, EDUC PSYCHOL, V25, P3, DOI 10.1207/s15326985ep2501_2
NR 79
TC 608
Z9 847
U1 19
U2 318
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD MAY-JUN
PY 2012
VL 83
IS 3
BP 877
EP 895
DI 10.1111/j.1467-8624.2012.01745.x
PG 19
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 934JX
UT WOS:000303441500011
PM 22506836
OA Green Published
DA 2024-07-19
ER

PT J
AU Sakiz, G
   Pape, SJ
   Hoy, AW
AF Sakiz, Gonul
   Pape, Stephen J.
   Hoy, Anita Woolfolk
TI Does perceived teacher affective support matter for middle school
   students in mathematics classrooms?
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Teacher affective support; Sense of belonging; Academic self-efficacy;
   Academic enjoyment; Academic hopelessness; Academic effort in
   mathematics
ID PERSON-ENVIRONMENT FIT; SELF-EFFICACY; ACADEMIC ENGAGEMENT; CHILD
   RELATIONSHIPS; MOTIVATION; ACHIEVEMENT; PREDICTORS; PERCEPTIONS;
   ADOLESCENTS; RELATEDNESS
AB The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics. (C) 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Sakiz, Gonul] Marmara Univ, Ataturk Fac Educ, Dept Elementary Educ, TR-34722 Istanbul, Turkey.
   [Pape, Stephen J.] Univ Florida, Sch Teaching & Learning, Gainesville, FL 32611 USA.
   [Hoy, Anita Woolfolk] Ohio State Univ, Sch Educ Policy & Leadership, Columbus, OH 43210 USA.
C3 Marmara University; State University System of Florida; University of
   Florida; University System of Ohio; Ohio State University
RP Sakiz, G (corresponding author), Marmara Univ, Ataturk Fac Educ, Dept Elementary Educ, TR-34722 Istanbul, Turkey.
EM gonul.sakiz@marmara.edu.tr
RI Sakiz, Gonul/X-4972-2019
OI Sakiz, Gonul/0000-0002-7095-9554; Pape, Stephen/0000-0002-5738-2981
CR Aber M. S., 2000, SCH CLIMATE SURVEY M
   Anderman LH, 2003, J EXP EDUC, V72, P5, DOI 10.1080/00220970309600877
   [Anonymous], 1989, TURN POINTS PREP AM
   [Anonymous], 2007, PISA 2006 SCI COMP T
   BABAD E, 1995, J EDUC PSYCHOL, V87, P361, DOI 10.1037/0022-0663.87.3.361
   BABAD E, 1991, AM EDUC RES J, V28, P211, DOI 10.3102/00028312028001211
   Babad E., 1996, J CLASSROOM INTERACT, V31, P1
   Baker JA, 2003, SCHOOL PSYCHOL QUART, V18, P206, DOI 10.1521/scpq.18.2.206.21861
   Baker JA, 2006, J SCHOOL PSYCHOL, V44, P211, DOI 10.1016/j.jsp.2006.02.002
   Ball D.L., 2003, Mathematical proficiency for all students: Toward a strategic research and development program in mathematics education
   BANDURA A, 1977, PSYCHOL REV, V84, P191, DOI 10.1037/0033-295X.84.2.191
   Bandura A., 1997, SELF EFFICACY EXERCI
   Battistich V, 1997, EDUC PSYCHOL-US, V32, P137, DOI 10.1207/s15326985ep3203_1
   BAUMEISTER RF, 1995, PSYCHOL BULL, V117, P497, DOI 10.1037/0033-2909.117.3.497
   Becker BE, 2002, EDUC PSYCHOL-US, V37, P197, DOI 10.1207/S15326985EP3704_1
   BOEKAERTS M, 1993, EDUC PSYCHOL, V28, P149, DOI 10.1207/s15326985ep2802_4
   Bru E., 1998, Scandinavian Journal of Educational Research, V43, P339
   Buyse E, 2008, J SCHOOL PSYCHOL, V46, P367, DOI 10.1016/j.jsp.2007.06.009
   Byrne B, 2010, INTERNATIONAL HANDBOOK OF PSYCHOLOGY IN EDUCATION, P3
   CAPLAN RD, 1993, J SOC ISSUES, V49, P253, DOI 10.1111/j.1540-4560.1993.tb01192.x
   Cheung R, 2009, PHI DELTA KAPPAN, V91, P53, DOI 10.1177/003172170909100311
   Danielsen AG, 2010, J SCHOOL PSYCHOL, V48, P247, DOI 10.1016/j.jsp.2010.02.002
   Davis HA, 2003, EDUC PSYCHOL-US, V38, P207, DOI 10.1207/S15326985EP3804_2
   den Brok P, 2005, INT J SCI EDUC, V27, P765, DOI 10.1080/09500690500038488
   Dorman J.P., 2001, LEARNING ENVIRON RES, V4, P243, DOI [10.1023/a:1014490922622, DOI 10.1023/A:1014490922622, 10.1023/A:1014490922622]
   Dweck C., 1983, SOCIALIZATION PERSON, P643
   ECCLES JS, 1993, ELEM SCHOOL J, V93, P553, DOI 10.1086/461740
   Eliot M, 2010, J SCHOOL PSYCHOL, V48, P533, DOI 10.1016/j.jsp.2010.07.001
   Enders CK, 2001, PSYCHOL METHODS, V6, P352, DOI 10.1037//1082-989X.6.4.352
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Fisher D., 2005, INT J EDUC RES, V43, P25, DOI DOI 10.1016/J.IJER.2006.03.004
   Friedman T. L., 2005, The World Is Flat: A Brief History of the Twenty-First Century
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Gest SD, 2005, J SCHOOL PSYCHOL, V43, P281, DOI 10.1016/j.jsp.2005.06.002
   GOODENOW C, 1993, PSYCHOL SCHOOLS, V30, P79, DOI 10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X
   Goodenow C., 1993, The Journal of Early Adolescence, V13, P21, DOI [DOI 10.1177/0272431693013001002, 10.1177/0272431693013001002, https://doi.org/10.1177/0272431693013001002]
   HAMILTON JA, 1983, J YOUTH ADOLESCENCE, V12, P363, DOI 10.1007/BF02088720
   Hoy A., 2006, Handbook of educational psychology, V2nd, P715, DOI DOI 10.4324/9780203874790.CH31
   HUNT DE, 1975, REV EDUC RES, V45, P209, DOI 10.2307/1170054
   Izard C.E., 1991, PSYCHOL EMOTIONS
   JOHNSON DW, 1983, J PSYCHOL, V114, P135, DOI 10.1080/00223980.1983.9915406
   Kline P., 2000, PSYCHOMETRIC PRIMER
   Kline R.B., 2016, Principles and Practice of Structural Equation Modeling, VFourth
   Kuklinski MR, 2001, CHILD DEV, V72, P1554, DOI 10.1111/1467-8624.00365
   Kuperminc GP, 1997, COGNITIVE THER RES, V21, P301, DOI 10.1023/A:1021826500037
   Kuperminc GP, 2001, J SCHOOL PSYCHOL, V39, P141, DOI 10.1016/S0022-4405(01)00059-0
   Lang Q.C., 2005, Journal of Classroom Interaction, V40, P18
   Lee T, 2007, J COMMUNITY APPL SOC, V17, P329, DOI 10.1002/casp.887
   Lewin K., 1936, DYNAMIC THEORY PERS
   Lewis M., 1984, Emotions, cognition, and behavior, P17
   Linnenbrink E.A., 2003, READING WRITING Q, V19, P119, DOI [10.1080/10573560308223, DOI 10.1080/10573560308223]
   McDonald RP, 2002, PSYCHOL METHODS, V7, P64, DOI 10.1037//1082-989X.7.1.64
   Meyer DK, 2002, EDUC PSYCHOL-US, V37, P107, DOI 10.1207/S15326985EP3702_5
   Midgley C, 1998, EDUC PSYCHOL, V33, P195, DOI 10.1207/s15326985ep3304_4
   MIDGLEY C, 1989, CHILD DEV, V60, P981, DOI 10.2307/1131038
   Midgley C., 1995, PATTERNS ADAPTIVE LE
   Muller C, 1999, URBAN EDUC, V34, P292, DOI 10.1177/0042085999343003
   Murdock TB, 1999, J EDUC PSYCHOL, V91, P62, DOI 10.1037/0022-0663.91.1.62
   Murray H.A., 1951, GEN THEORY ACTION, P434
   Murray HA., 1938, EXPLORATIONS PERSONA
   National Center for Education Statistics, 2006, NAT ASS ED PROGR NAT
   National Center for Education Statistics, 2009, HIGHL TIMSS 2007 MAT
   Nichols SL, 2008, J EXP EDUC, V76, P145, DOI 10.3200/JEXE.76.2.145-169
   Noddings N., 1992, CHALLENGE CARE SCH
   Op't Eynde P., 2007, EMOTION ED, P185, DOI DOI 10.1016/B978-012372545-5/50012-5
   Osterman KF, 2000, REV EDUC RES, V70, P323, DOI 10.3102/00346543070003323
   PAJARES F, 1994, J EDUC PSYCHOL, V86, P193, DOI 10.1037/0022-0663.86.2.193
   Pajares F, 1999, CONTEMP EDUC PSYCHOL, V24, P124, DOI 10.1006/ceps.1998.0991
   PEKRUN R, 1992, APPL PSYCHOL-INT REV, V41, P359, DOI 10.1111/j.1464-0597.1992.tb00712.x
   Pekrun R, 2005, LEARN INSTR, V15, P497, DOI 10.1016/j.learninstruc.2005.07.014
   Pekrun R., 2005, Academic Emotions Questionnaire - Mathematics (AEQ-M)
   Pekrun R., 2007, Emotion in education, P313, DOI [10.1016/B978-012372545-5/50019-8, DOI 10.1016/B978-012372545-5/50019-8]
   Pekrun R, 2006, EDUC PSYCHOL REV, V18, P315, DOI 10.1007/s10648-006-9029-9
   Pekrun R, 2011, CONTEMP EDUC PSYCHOL, V36, P36, DOI 10.1016/j.cedpsych.2010.10.002
   PINTRICH PR, 1993, EDUC PSYCHOL MEAS, V53, P801, DOI 10.1177/0013164493053003024
   Reddy R, 2003, DEV PSYCHOPATHOL, V15, P119, DOI 10.1017/S0954579403000075
   Resnick MD, 1997, JAMA-J AM MED ASSOC, V278, P823, DOI 10.1001/jama.278.10.823
   Roberts BW, 2004, J PERS, V72, P89, DOI 10.1111/j.0022-3506.2004.00257.x
   Roeser RW, 1996, J EDUC PSYCHOL, V88, P408, DOI 10.1037/0022-0663.88.3.408
   Roeser RW, 1998, DEV PSYCHOPATHOL, V10, P321, DOI 10.1017/S0954579498001631
   Rogers S, 1999, EDUC LEADERSHIP, V57, P34
   Rudasill KM, 2010, J SCHOOL PSYCHOL, V48, P389, DOI 10.1016/j.jsp.2010.05.001
   Rudasill KM, 2010, J SCHOOL PSYCHOL, V48, P113, DOI 10.1016/j.jsp.2009.11.002
   Ryan AM, 1998, J EDUC PSYCHOL, V90, P528, DOI 10.1037/0022-0663.90.3.528
   Ryan RM, 2000, CONTEMP EDUC PSYCHOL, V25, P54, DOI 10.1006/ceps.1999.1020
   Sakiz G., 2007, THESIS OHIO STATE U
   Schunk DH, 2000, CONTEMP EDUC PSYCHOL, V25, P116, DOI 10.1006/ceps.1999.1018
   Silver RB, 2010, J SCHOOL PSYCHOL, V48, P555, DOI 10.1016/j.jsp.2010.08.003
   Sinclair B., 2002, LEARNING ENVIRON RES, V5, P301, DOI [10.1023/A:1021976307020, DOI 10.1023/A:1021976307020]
   Stipek D, 1998, J RES MATH EDUC, V29, P465, DOI 10.2307/749862
   Suldo SM, 2008, SCHOOL PSYCHOL QUART, V23, P373, DOI 10.1037/1045-3830.23.3.373
   Tucker CM, 2002, PSYCHOL SCHOOLS, V39, P477, DOI 10.1002/pits.10038
   Turner JC, 2004, J EDUC RES, V97, P311, DOI 10.3200/JOER.97.6.311-318
   Turner JC, 2003, ELEM SCHOOL J, V103, P357, DOI 10.1086/499731
   Turner JE, 2002, EDUC PSYCHOL-US, V37, P79, DOI 10.1207/S15326985EP3702_3
   U.S. Department of Education, 2008, FIN REP NAT MATH ADV
   Wang J, 2003, J EDUC RES, V97, P3, DOI 10.1080/00220670309596624
   Waters SK, 2009, J SCHOOL HEALTH, V79, P516, DOI 10.1111/j.1746-1561.2009.00443.x
   WEINER B, 1985, PSYCHOL REV, V92, P548, DOI 10.1037/0033-295X.92.4.548
   Weinstein RS, 1998, ADV RES TEA, V7, P215
   Wentzel K. R., 2002, CHILD DEV, V66, P754
   Wentzel KR, 1997, J EDUC PSYCHOL, V89, P411, DOI 10.1037/0022-0663.89.3.411
   William F., 2006, J SCH VIOLENCE, V5, P35, DOI [10.1300/J202v05n04_04, DOI 10.1300/J202V05N04_04]
   Wolters CA, 2004, J EDUC PSYCHOL, V96, P236, DOI 10.1037/0022-0663.96.2.236
   Wolters CA, 1999, LEARN INDIVID DIFFER, V11, P281, DOI 10.1016/S1041-6080(99)80004-1
   ZIMMERMAN BJ, 1992, AM EDUC RES J, V29, P663, DOI 10.3102/00028312029003663
NR 106
TC 179
Z9 255
U1 11
U2 104
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD APR
PY 2012
VL 50
IS 2
BP 235
EP 255
DI 10.1016/j.jsp.2011.10.005
PG 21
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 913UV
UT WOS:000301903800005
PM 22386122
DA 2024-07-19
ER

PT J
AU Gasiewski, JA
   Eagan, MK
   Garcia, GA
   Hurtado, S
   Chang, MJ
AF Gasiewski, Josephine A.
   Eagan, M. Kevin
   Garcia, Gina A.
   Hurtado, Sylvia
   Chang, Mitchell J.
TI From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of
   Student Academic Engagement in Introductory STEM Courses
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE Introductory courses; STEM; Mixed methods; Student engagement;
   Gatekeepers; Active learning
ID CLASSROOM; PARTICIPATION; ACHIEVEMENT; PERCEPTIONS; INVOLVEMENT;
   MOTIVATION; THINKING; SUCCESS; GAINS
AB The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students' levels of academic engagement are discussed.
C1 [Gasiewski, Josephine A.; Eagan, M. Kevin; Garcia, Gina A.; Hurtado, Sylvia; Chang, Mitchell J.] Univ Calif Los Angeles, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Gasiewski, JA (corresponding author), Univ Calif Los Angeles, 405 Hilgard Ave,3005 Moore Hall, Los Angeles, CA 90095 USA.
EM joski@ucla.edu
RI Hurtado, Sylvia/E-2561-2011; Eagan, Kevin/C-1260-2009
OI Garcia, Gina Ann/0000-0002-6706-9200; Eagan, Kevin/0000-0002-1936-0204;
   Hurtado, Sylvia/0000-0002-1530-9970
FU Division Of Undergraduate Education; Direct For Education and Human
   Resources [0757076] Funding Source: National Science Foundation
CR Allen Deborah, 2005, Cell Biol Educ, V4, P262, DOI 10.1187/cbe.05-08-0113
   Allison PD, 2010, HANDBOOK OF SURVEY RESEARCH, 2ND EDITION, P631
   [Anonymous], 2010, SAGE HDB MIXED METHO, V2nd, DOI DOI 10.4135/9781506335193
   [Anonymous], 1999, Just-in-Time-Teaching: Blending Active Learning with Web Technology
   [Anonymous], 1990, They're Not Dumb, They're Different: Stalking the Second Tier
   [Anonymous], GREAT EXP NEW VIS LE
   Astin A.W., 1985, CHANGE, V17, P34
   ASTIN AW, 1984, J COLL STUDENT DEV, V25, P297
   Beswick D., 1987, How to promote learning with understanding
   Biggs J., 2003, TEACHING QUALITY LEA
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   Bligh DonaldA., 2000, WHATS USE LECT
   Booth S., 2001, Computer Science Education, V11, P169, DOI 10.1076/csed.11.3.169.3832
   Boyer EL., 2016, SCHOLARSHIP RECONSID
   Bransford J.D., 2000, How People Learn; Brain, Mind, Experience, and School
   Bryman A, 2008, INT J SOC RES METHOD, V11, P261, DOI 10.1080/13645570701401644
   Caldwell Jane E, 2007, CBE Life Sci Educ, V6, P9, DOI 10.1187/cbe.06-12-0205
   Chang MJ, 2008, REV HIGH EDUC, V31, P433, DOI 10.1353/rhe.0.0011
   Chickering A.W., 1987, AAHE Bulletin, V39, P3, DOI DOI 10.1016/0307-4412(89)90094-0
   Conley D.T., 2005, COLL KNOWLEDGE WHAT
   Connell J.P., 1991, MINNESOTA S CHILD PS, V23
   Correll SJ, 1997, CONTEMP SOCIOL, V26, P644, DOI 10.2307/2655673
   Creswell J. W., 2007, DESIGNING CONDUCTING
   Creswell J.W., 2012, ED RES PLANNING COND, DOI DOI 10.1017/CBO9781107415324.004
   Crombie G, 2003, J HIGH EDUC, V74, P51, DOI 10.1353/jhe.2003.0001
   Crossgrove K, 2008, CBE-LIFE SCI EDUC, V7, P146, DOI 10.1187/cbe.07-08-0060
   Dallimore E.J., 2004, COMMUN EDUC, V53, P103, DOI DOI 10.1080/0363452032000135805
   Epstein D., 2006, INSIDE HIGHER E 0726
   Ewell P.T., 1996, INDICATORS GOOD PRAC
   FASSINGER PA, 1995, J HIGH EDUC, V66, P82, DOI 10.2307/2943952
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Gellin A, 2003, J COLL STUDENT DEV, V44, P746, DOI 10.1353/csd.2003.0066
   GLASSON GE, 1993, J RES SCI TEACH, V30, P187, DOI 10.1002/tea.3660300206
   Greene BA, 1996, CONTEMP EDUC PSYCHOL, V21, P181, DOI 10.1006/ceps.1996.0015
   Greene J. C., 1989, EDUC EVAL POLICY AN, V11, P255, DOI [10.3102/01623737011003255, DOI 10.3102/01623737011003255, https://doi.org/10.3102/01623737011003255]
   Handelsman J, 2004, SCIENCE, V304, P521, DOI 10.1126/science.1096022
   Handelsman MM, 2005, J EDUC RES, V98, P184, DOI 10.3200/JOER.98.3.184-192
   Hofer B., 2002, McKeachie's teaching tips: Strategies, research, and theory for college and university teachers, P87
   Horowitz G, 2010, J EXP EDUC, V78, P215, DOI 10.1080/00220970903352746
   Hurd PaulDeHart., 1997, INVENTING SCI ED NEW
   Hurtado S, 1997, SOCIOL EDUC, V70, P324, DOI 10.2307/2673270
   Ivankova NV, 2006, FIELD METHOD, V18, P3, DOI 10.1177/1525822X05282260
   Johnson B., 2003, HDB MIXED METHODS BE
   Johnson RB, 2007, J MIX METHOD RES, V1, P112, DOI 10.1177/1558689806298224
   Knight Jennifer K, 2005, Cell Biol Educ, V4, P298, DOI 10.1187/05-06-0082
   Kortemeyer G., 2007, Physics Teacher, V45, P552, DOI DOI 10.1119/1.2809149
   Kuh G.D., 1991, Involving colleges
   Labov Jay B, 2004, Cell Biol Educ, V3, P212, DOI 10.1187/cbe.04-07-0049
   Laird T.E., 2008, New Directions for Teaching and Learning, V115, P85, DOI [10.1002/tl.327, DOI 10.1002/TL.327]
   Larose S, 1998, RES HIGH EDUC, V39, P275, DOI 10.1023/A:1018776917403
   Light R.J., 2001, Making the most of college: Students speak their minds
   Lovecchio K, 2002, ACAD MED, V77, P719, DOI 10.1097/00001888-200207000-00016
   Magolda M., 1993, What matters in college?: Four critical years revisited, V22, DOI 10.2307/1176821
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   Maxwell J. A., 2005, Qualitative research design: An interactive approach, V2nd
   MCCOMBS BL, 1991, EDUC PSYCHOL, V26, P117, DOI 10.1207/s15326985ep2602_4
   McFarlin BK, 2008, ADV PHYSIOL EDUC, V32, P86, DOI 10.1152/advan.00066.2007
   McLachlan G. J., 1997, The EM Algorithm and Extensions, V473, P486
   Merriam S. B., 2001, Revised and expanded from case study research in education
   Miles M. B., 1984, Qualitative data analysis: An expanded sourcebook
   Moore A., 1996, ANN M AM ED RES ASS
   Nagy-Shadman E, 2008, INT J SCI EDUC, V30, P2023, DOI 10.1080/09500690701627253
   National Research Council, 2003, BIO2010: Transforming undergraduate education for future research biologists
   Pace C.R., 1984, MEASURING QUALITY CO
   Pascarella E.T., 2005, How college affects students: A third decade of research, V2
   Patton M. Q., 2002, QUALITATIVE RES EVAL
   Pike GR, 1999, J COLL STUDENT DEV, V40, P269
   Pike GR, 2005, RES HIGH EDUC, V46, P185, DOI 10.1007/s11162-004-1599-0
   Pike GR, 2001, RES HIGH EDUC, V42, P429, DOI 10.1023/A:1011054825704
   Preszler Ralph W, 2007, CBE Life Sci Educ, V6, P29, DOI 10.1187/cbe.06-09-0190
   Prince M, 2004, J ENG EDUC, V93, P223, DOI 10.1002/j.2168-9830.2004.tb00809.x
   Pryor J.H., 2007, The American freshman: Forty year trends, 1966-2006
   Raudenbush S.W., 2002, Hierarchical linear models Applications and data analysis methods, VVolume 1
   Rocca KA, 2010, COMMUN EDUC, V59, P185, DOI 10.1080/03634520903505936
   Rogers C.R., 1994, FREEDOM LEARN, V3rd
   Ryan RM, 2000, CONTEMP EDUC PSYCHOL, V25, P54, DOI 10.1006/ceps.1999.1020
   Sinharay S, 2001, PSYCHOL METHODS, V6, P317, DOI 10.1037//1082-989X.6.4.317
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Smith Ann C, 2005, Cell Biol Educ, V4, P143, DOI 10.1187/cbe.04-08-0048
   Stage F.K., 2000, REWORKING STUDENT DE, P170
   Stanton-Salazar RD, 2011, YOUTH SOC, V43, P1066, DOI 10.1177/0044118X10382877
   Svanum S, 2009, J COLL STUDENT DEV, V50, P120, DOI 10.1353/csd.0.0055
   Tagg J., 2003, The learning paradigm college
   Tashakkori A., 1998, Mixed Methodology: Combining Qualitative and Quantitative Approaches (vol. 46)
   Teddlie C., 2009, FDN MIXED METHODS RE
   Thalheimer W., 2003, The Learning Benefits of Questions
   Tinto V., 2000, REWORKING STUDENT DE, P81
   Tinto V., 1993, LEAVING COLL RETHINK, DOI DOI 10.7208/CHICAGO/9780226922461.001.0001
   Umbach PD, 2005, RES HIGH EDUC, V46, P153, DOI 10.1007/s11162-004-1598-1
   Weaver RR, 2005, J HIGH EDUC-UK, V76, P570, DOI 10.1353/jhe.2005.0038
   Wentzel K.R., 2009, Handbook of motivation at school, P301
   WEST R, 1994, COMMUN EDUC, V43, P299, DOI 10.1080/03634529409378988
   Williams WM, 2004, J APPL DEV PSYCHOL, V25, P107, DOI 10.1016/j.appdev.2003.11.002
   WILSON C, 1974, SOCIOL EDUC, V47, P74
   Wood William B, 2003, Cell Biol Educ, V2, P112, DOI 10.1187/cbe.03-02-0004
   Zeilik M., 2004, Astronomy Education Review, V3, P51, DOI DOI 10.3847/AER2004006
NR 96
TC 263
Z9 458
U1 2
U2 132
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0361-0365
EI 1573-188X
J9 RES HIGH EDUC
JI Res. High. Educ.
PD MAR
PY 2012
VL 53
IS 2
BP 229
EP 261
DI 10.1007/s11162-011-9247-y
PG 33
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 887VV
UT WOS:000299960400005
PM 23503751
OA Green Submitted, hybrid, Green Accepted, Green Published
DA 2024-07-19
ER

PT J
AU Lam, SF
   Jimerson, S
   Kikas, E
   Cefai, C
   Veiga, FH
   Nelson, B
   Hatzichristou, C
   Polychroni, F
   Basnett, J
   Duck, R
   Farrell, P
   Liu, Y
   Negovan, V
   Shin, H
   Stanculescu, E
   Wong, BPH
   Yang, HF
   Zollneritsch, J
AF Lam, Shui-fong
   Jimerson, Shane
   Kikas, Eve
   Cefai, Carmel
   Veiga, Feliciano H.
   Nelson, Brett
   Hatzichristou, Chryse
   Polychroni, Fotini
   Basnett, Julie
   Duck, Robert
   Farrell, Peter
   Liu, Yi
   Negovan, Valeria
   Shin, Hyeonsook
   Stanculescu, Elena
   Wong, Bernard P. H.
   Yang, Hongfei
   Zollneritsch, Josef
TI Do girls and boys perceive themselves as equally engaged in school? The
   results of an international study from 12 countries
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Academic performance; Gender differences; Student engagement; Teacher
   support; Parent support; Peer support
ID TEACHER-CHILD RELATIONSHIP; SEX-DIFFERENCES; STUDENT ENGAGEMENT;
   GENDER-DIFFERENCES; MEDIATING ROLE; SELF-EFFICACY; ACHIEVEMENT;
   MOTIVATION; PERSONALITY; INVOLVEMENT
AB This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school and were rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world. (C) 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Lam, Shui-fong] Univ Hong Kong, Dept Psychol, Hong Kong, Hong Kong, Peoples R China.
   [Jimerson, Shane] Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA.
   [Kikas, Eve] Univ Tartu, Tartu, Estonia.
   [Kikas, Eve] Tallinn Univ, Tallinn, Estonia.
   [Cefai, Carmel] Univ Malta, Msida, Malta.
   [Veiga, Feliciano H.] Univ Lisbon, P-1699 Lisbon, Portugal.
   [Nelson, Brett] Calif State Univ San Bernardino, San Bernardino, CA 92407 USA.
   [Hatzichristou, Chryse; Polychroni, Fotini] Univ Athens, GR-10679 Athens, Greece.
   [Basnett, Julie] St Helens Metropolitan Borough Council, St Helens, Merseyside, England.
   [Duck, Robert] Laurentian Univ, Sudbury, ON P3E 2C6, Canada.
   [Farrell, Peter] Univ Manchester, Manchester M13 9PL, Lancs, England.
   [Liu, Yi] Yunnan Hlth Educ Inst, Kunming, Peoples R China.
   [Negovan, Valeria; Stanculescu, Elena] Univ Bucharest, Bucharest, Romania.
   [Shin, Hyeonsook] Chonnam Natl Univ, Kwangju, South Korea.
   [Yang, Hongfei] Zhejiang Univ, Hangzhou, Zhejiang, Peoples R China.
   [Zollneritsch, Josef] Styria Local Minist Educ, Graz, Austria.
C3 University of Hong Kong; University of California System; University of
   California Santa Barbara; University of Tartu; Tallinn University;
   University of Malta; Universidade de Lisboa; California State University
   System; California State University San Bernardino; National &
   Kapodistrian University of Athens; Laurentian University; University of
   Manchester; University of Bucharest; Chonnam National University;
   Zhejiang University
RP Lam, SF (corresponding author), Univ Hong Kong, Dept Psychol, Pokfulam Rd, Hong Kong, Hong Kong, Peoples R China.
EM lamsf@hku.hk
RI Yang, Hongfei/IXD-7425-2023; Stănculescu, Elena/AAU-8790-2021;
   Polychroni, Fotini/JPA-1431-2023; Polychroni, Fotini/AAN-9458-2021;
   Stănculescu, Elena/GRJ-4702-2022; Veiga, Feliciano/M-1335-2019;
   Jimerson, Shane/AAK-7031-2020; Kikas, Eve/I-1867-2018
OI Yang, Hongfei/0000-0001-5451-6887; Stănculescu,
   Elena/0000-0002-3912-812X; Polychroni, Fotini/0000-0002-1550-3271;
   Stănculescu, Elena/0000-0002-3912-812X; Veiga,
   Feliciano/0000-0002-2977-6238; Wong, Bernard/0000-0003-0443-5100;
   Jimerson, Shane/0000-0003-2685-7486; Kikas, Eve/0000-0003-2337-8930
CR Ablard KE, 1998, J EDUC PSYCHOL, V90, P94, DOI 10.1037/0022-0663.90.1.94
   Anderman EM, 2002, J EDUC PSYCHOL, V94, P795, DOI 10.1037//0022-0663.94.4.795
   [Anonymous], 2009, A Symposium at the 31st Annual International School Psychology Association Colloquium, Malta
   [Anonymous], IND POS DEV C WASH D
   Appleton JJ, 2006, J SCHOOL PSYCHOL, V44, P427, DOI 10.1016/j.jsp.2006.04.002
   Archambault I, 2009, J ADOLESCENCE, V32, P651, DOI 10.1016/j.adolescence.2008.06.007
   Baraldi AN, 2010, J SCHOOL PSYCHOL, V48, P5, DOI 10.1016/j.jsp.2009.10.001
   Barber Michael., 1996, The learning game: Arguments for an education revolution
   BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173, DOI 10.1037/0022-3514.51.6.1173
   Bennett DA, 2001, AUST NZ J PUBL HEAL, V25, P464, DOI 10.1111/j.1467-842X.2001.tb00294.x
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   BRISLIN RW, 1970, J CROSS CULT PSYCHOL, V1, P185, DOI 10.1177/135910457000100301
   BRONFENBRENNER U, 1977, AM PSYCHOL, V32, P513, DOI 10.1037/0003-066x.32.7.513
   Browne MW, 1993, Testing structural equation models, DOI DOI 10.1177/0049124192021002005
   Ceci SJ, 2009, PSYCHOL BULL, V135, P218, DOI 10.1037/a0014412
   Chen JJL, 2005, GENET SOC GEN PSYCH, V131, P77, DOI 10.3200/MONO.131.2.77-127
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   Connell M. P., 1991, SELF PROCESSES DEV M, V23, P43
   Cowie H, 2006, ELECTRON J RES EDUC, V4, P291
   Cox T., 2000, COMBATING ED DISADVA
   CRONBACH LJ, 1955, PSYCHOL BULL, V52, P281, DOI 10.1037/h0040957
   DAROM E, 1988, BRIT J EDUC PSYCHOL, V58, P350, DOI 10.1111/j.2044-8279.1988.tb00911.x
   de Fruyt F, 2008, EUR J PERSONALITY, V22, P167, DOI 10.1002/per.675
   DiPerna JC, 2005, J SCHOOL PSYCHOL, V43, P379, DOI 10.1016/j.jsp.2005.09.002
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Epstein D., 1998, FAILING BOYS ISSUES
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   FINN JD, 1995, ELEM SCHOOL J, V95, P421, DOI 10.1086/461853
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Freudenthaler HH, 2008, EUR J PERSONALITY, V22, P231, DOI 10.1002/per.678
   Furlong MJ, 2008, PSYCHOL SCHOOLS, V45, P365, DOI 10.1002/pits.20302
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Gest SD, 2005, J SCHOOL PSYCHOL, V43, P281, DOI 10.1016/j.jsp.2005.06.002
   Gruman DH, 2008, CHILD DEV, V79, P1833, DOI 10.1111/j.1467-8624.2008.01229.x
   Harris JudithRich., 1998, NURTURE ASSUMPTION
   Hatzichristou C, 1996, CHILD DEV, V67, P1085, DOI 10.1111/j.1467-8624.1996.tb01784.x
   Hicks BM, 2008, EUR J PERSONALITY, V22, P247, DOI 10.1002/per.671
   Hofstede G, 2009, G HOSFSTEDE CULTURAL
   HooverDempsey KV, 1995, TEACH COLL REC, V97, P310
   Horner R.H., 2001, Communique, V29, P10
   Hu LT, 1998, PSYCHOL METHODS, V3, P424, DOI 10.1037/1082-989X.3.4.424
   Hughes JN, 2001, J SCHOOL PSYCHOL, V39, P289, DOI 10.1016/S0022-4405(01)00074-7
   Jimerson S.R., 2003, CALIFORNIA SCH PSYCH, V8, P7, DOI [DOI 10.1007/BF03340893, 10.1007/BF03340893, 10.1007/bf03340893]
   Johnson W, 2008, EUR J PERSONALITY, V22, P163, DOI 10.1002/per.679
   JORESKOG KG, 2007, LISREL 8 8 USERS REF
   Kenney-Benson GA, 2006, DEV PSYCHOL, V42, P11, DOI 10.1037/0012-1649.42.1.11
   Ladd GW, 1997, CHILD DEV, V68, P1181, DOI 10.1111/j.1467-8624.1997.tb01993.x
   Lee VE, 2000, EDUC PSYCHOL-US, V35, P125, DOI 10.1207/S15326985EP3502_6
   Mau W., 2001, EDUC PSYCHOL-UK, V21, P133, DOI [https://doi.org/10.1080/01443410020043832, DOI 10.1080/01443410020043832]
   Murray C, 2001, PSYCHOL SCHOOLS, V38, P25, DOI 10.1002/1520-6807(200101)38:1<25::AID-PITS4>3.0.CO;2-C
   National Association of School Psychologists, 2005, HOME SCH COLLABORATI
   O'Connor EE, 2011, AM EDUC RES J, V48, P120, DOI 10.3102/0002831210365008
   Olweus D, 1997, EUR J PSYCHOL EDUC, V12, P495, DOI 10.1007/BF03172807
   Patrick H, 1999, LEARN INDIVID DIFFER, V11, P153, DOI 10.1016/S1041-6080(00)80003-5
   Perkins R., 2004, 2004455 NCES US DEP
   Peugh JL, 2010, J SCHOOL PSYCHOL, V48, P85, DOI 10.1016/j.jsp.2009.09.002
   Pomerantz EM, 2002, J EDUC PSYCHOL, V94, P396, DOI 10.1037//0022-0663.94.2.396
   Preacher KJ, 2004, BEHAV RES METH INS C, V36, P717, DOI 10.3758/BF03206553
   Rosenfeld L.B., 2000, Child and Adolescent Social Work Journal, V17, P205, DOI [DOI 10.1023/A:1007535930286, https://doi.org/10.1023/A:1007535930286]
   Ruban LM, 2005, REV HIGH EDUC, V28, P475, DOI 10.1353/rhe.2005.0049
   Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
   Sánchez B, 2005, J YOUTH ADOLESCENCE, V34, P619, DOI 10.1007/s10964-005-8950-4
   Schlomer GL, 2010, J COUNS PSYCHOL, V57, P1, DOI 10.1037/a0018082
   Sinclair M.F., 2003, J CALIFORNIA ASS SCH, V8, P29, DOI [https://doi.org/10.1007/BF03340894, DOI 10.1007/BF03340894, 10.1007/bf03340894]
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   STEINBERG L, 1994, CHILD DEV, V65, P754, DOI 10.2307/1131416
   Steinmayr R, 2008, EUR J PERSONALITY, V22, P185, DOI 10.1002/per.676
   Urdan T., 2001, STAT PLAIN ENGLISH
   Van Houtte M, 2004, EDUC STUD, V30, P159, DOI 10.1080/0305569032000159804
   Voelkl KE, 1997, AM J EDUC, V105, P294, DOI 10.1086/444158
   Waanders C, 2007, J SCHOOL PSYCHOL, V45, P619, DOI 10.1016/j.jsp.2007.07.003
   Walberg H.J., 1981, PSYCHOL ED, P81
   Walker CO, 2006, LEARN INDIVID DIFFER, V16, P1, DOI 10.1016/j.lindif.2005.06.004
   Warrington M, 2000, BRIT EDUC RES J, V26, P393, DOI 10.1080/01411920050030914
   Waters S, 2010, BRIT J EDUC PSYCHOL, V80, P381, DOI 10.1348/000709909X484479
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   WestEd, 2000, CAL HLTH KIDS SURV
   Willingham W., 1997, GENDER FAIR ASSESSME
   Wong KC, 2002, BRIT EDUC RES J, V28, P827, DOI 10.1080/0141192022000019080
   Wu JY, 2010, J SCHOOL PSYCHOL, V48, P357, DOI 10.1016/j.jsp.2010.06.004
   Ysseldyke J., 2002, FAAB: Functional assessment of academic behavior: Creating successful learning environments
   ZIMMERMAN BJ, 1990, J EDUC PSYCHOL, V82, P51, DOI 10.1037/0022-0663.82.1.51
NR 83
TC 188
Z9 234
U1 2
U2 89
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD FEB
PY 2012
VL 50
IS 1
BP 77
EP 94
DI 10.1016/j.jsp.2011.07.004
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 915AN
UT WOS:000301995400006
PM 22386079
OA Green Published
DA 2024-07-19
ER

PT J
AU Soria, KM
   Stebleton, MJ
AF Soria, Krista M.
   Stebleton, Michael J.
TI First-generation students' academic engagement and retention
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE first-generation students; academic engagement; retention; public
   universities
ID 2ND-GENERATION COLLEGE-STUDENTS; FACULTY INTERACTION; HIGHER-EDUCATION;
   ASPIRATIONS; EXPERIENCES; ATTRITION
AB This study investigates differences in academic engagement and retention between first-generation and non-first-generation undergraduate students. Utilizing the Student Experience in the Research University survey of 1864 first-year students at a large, public research university located in the United States, this study finds that first-generation students have lower academic engagement (as measured by the frequency with which students interacted with faculty, contributed to class discussions, brought up ideas from different courses during class discussions, and asked insightful questions in class) and lower retention as compared to non-first-generation students. Recommendations that higher education faculty can follow to promote the academic engagement and retention of first-generation students are addressed.
C1 [Soria, Krista M.] Univ Minnesota Twin Cities, Off Inst Res, Minneapolis, MN 55455 USA.
   [Stebleton, Michael J.] Univ Minnesota Twin Cities, Coll Educ & Human Dev, Dept Postsecondary Teaching & Learning, Minneapolis, MN 55455 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities;
   University of Minnesota System; University of Minnesota Twin Cities
RP Soria, KM (corresponding author), Univ Minnesota Twin Cities, Off Inst Res, 272-6 McNamara Alumni Ctr,200 Oak St SE, Minneapolis, MN 55455 USA.
EM ksoria@umn.edu
RI Soria, Krista/ABD-6638-2021
OI Soria, Krista/0000-0002-2679-6700
CR [Anonymous], 2001, Findings from the condition of education 2001
   [Anonymous], 2001, ED STAT Q
   Bastedo MN, 2003, HIGH EDUC, V46, P341, DOI 10.1023/A:1025374011204
   BILLSON JM, 1982, COLL UNIV, V58, P57
   BOURDIEU P., 1986, CULTURAL THEORY ANTH
   Bowman N.A., 2010, NEW DIRECTIONS INSTI, V145, P53, DOI DOI 10.1002/IR.322
   Bowman NA, 2011, EDUC RESEARCHER, V40, P22, DOI 10.3102/0013189X10397630
   Capriccioso R., 2006, Aiding first-generation students Inside higher education
   Cartney P, 2006, TEACH HIGH EDUC, V11, P79, DOI 10.1080/13562510500400180
   Cole J.S., 2009, NEW DIRECTIONS I RES, V141, P55, DOI [DOI 10.1002/IR.286, DOI 10.1002/IR.28]
   Coleman James S, 1994, FDN SOCIAL THEORY
   Collier PJ, 2008, HIGH EDUC, V55, P425, DOI 10.1007/s10734-007-9065-5
   Creswell J.W., 2017, QUALITATIVE INQUIRY
   Douglass J.A., 2007, CONDITIONS ADMISSION
   Engle J., 2008, Moving beyond access: College for low-income, firstgeneration students
   Erisman W., 2007, OPENING DOOR AM DREA
   Gibbons MM, 2011, CAREER DEV Q, V59, P315, DOI 10.1002/j.2161-0045.2011.tb00072.x
   Gofen A, 2009, FAM RELAT, V58, P104, DOI 10.1111/j.1741-3729.2008.00538.x
   Hausmann LRM, 2007, RES HIGH EDUC, V48, P803, DOI 10.1007/s11162-007-9052-9
   Heller D.E., 2001, The states and public higher education policy: Affordability, access, and accountability
   Hoffman M., 2003, Journal of College Student Retention, V4, P227, DOI DOI 10.2190/DRYC-CXQ9-JQ8V-HT4V
   Inman WE., 1999, COMMUNITY COLL REV, V26, P3
   Ishitani TT, 2006, J HIGH EDUC-UK, V77, P861, DOI 10.1353/jhe.2006.0042
   Jehangir R.R., 2010, Higher Education and First-generation Students: Cultivating Community, Voice, and Place for the New Majority, V1st
   Jenkins A.L., 2009, J MULTICULTURAL GEND, V3, P1
   Kim E., 2009, Journal of the First-Year Experience Students in Transition, V21, P9
   Kim YK, 2009, RES HIGH EDUC, V50, P437, DOI 10.1007/s11162-009-9127-x
   Kuh G.D., 2003, CHANGE, V35, P24, DOI [DOI 10.1080/00091380309604090, 10.1080/00091380309604090]
   Kuh G. D., 2007, ASHE Higher Education Report, V32, P1, DOI [DOI 10.1002/AEHE.3205, 10.1002/aehe.3205]
   Kuh G.D., 2008, Excerpt from high-impact educational practices: What they are who has access to them, and why they matter
   Kuh GD, 2001, REV HIGH EDUC, V24, P309, DOI 10.1353/rhe.2001.0005
   Lardner E., 2008, CHANGE, V40, P30, DOI [DOI 10.3200/CHNG.40.4.30-37, 10.3200/CHNG.40.4.30-37]
   Magolda M., 1993, What matters in college?: Four critical years revisited, V22, DOI 10.2307/1176821
   McCarron GP, 2006, J COLL STUDENT DEV, V47, P534, DOI 10.1353/csd.2006.0059
   Nagda BA, 1998, REV HIGH EDUC, V22, P55
   Nunez A. M., 1998, 1998082 NCES US DEP
   Parks S.D., 2000, Big questions, worthy dreams: Mentoring young adults in their search for meaning, purpose, and faith
   Pascarella ET, 2004, J HIGH EDUC-UK, V75, P249, DOI 10.1353/jhe.2004.0016
   PASCARELLA ET, 1976, J EDUC RES, V70, P35, DOI 10.1080/00220671.1976.10884944
   Pike GR, 2005, J HIGH EDUC-UK, V76, P276, DOI 10.1353/jhe.2005.0021
   PORTER SR, 2009, ANN M ASS STUD HIGH
   Prosper M, 2007, COMMUNITY COLL J RES, V31, P963, DOI 10.1080/10668920600902051
   RIEHL RJ, 1994, COLL UNIV, V70, P14
   Seburn M., 2005, A profile of the Ronald E. McNair post baccalaureate achievement program: 1997-1998 through 2001-2002
   STANTONSALAZAR RD, 1995, SOCIOL EDUC, V68, P116, DOI 10.2307/2112778
   Strange A.A., 1999, COLL STUD J, V33, P198
   Strange C.C., 2001, NEW DIRECTIONS STUDE, V95, P57
   Terenzini PT, 1996, RES HIGH EDUC, V37, P1, DOI 10.1007/BF01680039
   Tinto Vincent, 1993, LEAVING COLL RETHINK, V2nd
   YORKANDERSON DC, 1991, J COLL STUDENT DEV, V32, P116
NR 50
TC 128
Z9 455
U1 8
U2 143
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1356-2517
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PY 2012
VL 17
IS 6
BP 673
EP 685
DI 10.1080/13562517.2012.666735
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 043LW
UT WOS:000311546100004
DA 2024-07-19
ER

PT J
AU Schwanen, T
   Banister, D
   Anable, J
AF Schwanen, Tim
   Banister, David
   Anable, Jillian
TI Scientific research about climate change mitigation in transport: A
   critical review
SO TRANSPORTATION RESEARCH PART A-POLICY AND PRACTICE
LA English
DT Article
DE Climate change mitigation; Governmentality; Technology; Carbon economy;
   Behaviour change; Institutions
ID GREENHOUSE-GAS EMISSIONS; ECOLOGICAL MODERNIZATION; PASSENGER TRANSPORT;
   MULTILEVEL ANALYSIS; CO2 EMISSIONS; CAR USE; TRANSITIONS; CONSUMPTION;
   CALIFORNIA; REDUCTION
AB This paper seeks to develop a deeper understanding of the research on climate change mitigation in transport. We suggest that work to date has focused on the effects of improvements in transport technologies, changes in the price of transport, physical infrastructure provision, behavioural change and alternative institutional arrangements for governing transport systems. In terms of research methodologies, positivist and quantitative analysis prevails, although there are signs of experimentation with non-positivist epistemologies and participatory methods. These particular engagements with climate change mitigation reflect mutually reinforcing tendencies within and beyond the academic transport community. We first draw on a revised version of Thomas Kuhn's philosophy of science to explore the path dependencies within transport studies, which are at least partly responsible for the predisposition towards quantitative modelling and technology, pricing and infrastructure oriented interventions in transport systems. We then employ the governmentality perspective to examine how transport academics' engagements with climate change mitigation depend on and align with more general understandings of climate change in UK society and beyond. The analysis makes clear that ecological modernisation and neo-liberal governmentality more generally provide the context for the current focus on and belief in technological, behaviour change, and especially market-based mitigation strategies. While current research trajectories are important and insightful, we believe that a deeper engagement with theoretical insights from the social sciences will produce richer understandings of transport mitigation in transport and briefly outline some of the contributions thinking on socio-technical transitions and practice theories can make. (C) 2011 Elsevier Ltd. All rights reserved.
C1 [Schwanen, Tim; Banister, David] Univ Oxford, Sch Geog & Environm, Transport Studies Unit, Oxford OX1 3QY, England.
   [Anable, Jillian] Univ Aberdeen, Sch Geosci, Ctr Transport Res, Aberdeen AB9 1FX, Scotland.
C3 University of Oxford; University of Aberdeen
RP Schwanen, T (corresponding author), Univ Oxford, Sch Geog & Environm, Transport Studies Unit, S Parks Rd, Oxford OX1 3QY, England.
EM tim.schwanen@ouce.ox.ac.uk
RI Schwanen, Tim/ABE-6070-2021
OI Anable, Jillian/0000-0002-4259-1641
FU UKTRC: Climate Change, Energy and Transport by the ESRC
   [RES-584-28-0002]; NERC [NE/G007748/1] Funding Source: UKRI
FX The research in this paper has been made possible by grant
   RES-584-28-0002, UKTRC: Climate Change, Energy and Transport by the
   ESRC. The authors thank the reviewers and Deb Niemeier for their helpful
   comments on a previous version of the paper.
CR AJZEN I, 1991, ORGAN BEHAV HUM DEC, V50, P179, DOI 10.1016/0749-5978(91)90020-T
   Åkerman J, 2011, TRANSPORT RES D-TR E, V16, P208, DOI 10.1016/j.trd.2010.12.004
   Anable J, 2007, AREA, V39, P443, DOI 10.1111/j.1475-4762.2007.00776.x
   [Anonymous], TRANSPORTATION RES A
   [Anonymous], GOVERNING PRESENT
   [Anonymous], 2000, ECOLOGICAL MODERNIZA, DOI DOI 10.1080/09644010008414510
   [Anonymous], ENERGY POLI IN PRESS
   [Anonymous], EMERGENCE COMPLEXITY
   [Anonymous], 2009, STATE SCI SKIES ENV
   [Anonymous], SPEC EARL EXC WORLD
   [Anonymous], ENV BEHAV IN PRESS
   [Anonymous], UNDERSTANDING DYNAMI
   [Anonymous], 2010, CO2 EM FUEL COMB HIG
   [Anonymous], THEORIES PRACTICE CA
   [Anonymous], TRANSPORTATION RES A
   [Anonymous], TRANSPORT CLIMATE CH
   [Anonymous], ENERGY POLI IN PRESS
   Axsen J, 2009, RESOUR ENERGY ECON, V31, P221, DOI 10.1016/j.reseneeco.2009.02.001
   Bäckstrand K, 2006, GLOBAL ENVIRON POLIT, V6, P50
   Bailey I, 2011, ANTIPODE, V43, P682, DOI 10.1111/j.1467-8330.2011.00880.x
   Bailey I, 2009, ENVIRON PLANN A, V41, P2324, DOI 10.1068/a40342
   Barkenbus JN, 2010, ENERG POLICY, V38, P762, DOI 10.1016/j.enpol.2009.10.021
   Beckx C, 2009, ENVIRON PLANN B, V36, P1086, DOI 10.1068/b35044
   Blake J., 1999, Local Environment, V4, P257, DOI [DOI 10.1080/13549839908725599, https://doi.org/10.1080/13549839908725599]
   Boarnet MG, 2010, TRANSPORT RES A-POL, V44, P587, DOI 10.1016/j.tra.2010.03.001
   Bristow AL, 2008, ENERG POLICY, V36, P3427, DOI 10.1016/j.enpol.2008.04.029
   Bristow AL, 2010, ECOL ECON, V69, P1824, DOI 10.1016/j.ecolecon.2010.04.021
   Clough PT, 2008, THEOR CULT SOC, V25, P1, DOI 10.1177/0263276407085156
   DEAN M., 2010, GOVT POWER RULE MODE
   Dijk M, 2010, TECHNOL FORECAST SOC, V77, P1371, DOI 10.1016/j.techfore.2010.05.001
   Dowling R, 2000, GEOFORUM, V31, P345, DOI 10.1016/S0016-7185(99)00048-2
   Ewing R, 2010, J AM PLANN ASSOC, V76, P265, DOI 10.1080/01944361003766766
   Fawcett T, 2010, CLIM POLICY, V10, P329, DOI 10.3763/cpol.2010.0649
   Foucault M, 2008, MICHEL FOUCAULT-LECT, P1, DOI 10.1057/9780230594180
   Foucault M., 2007, Security, territory
   Geels FW, 2011, TECHNOL FORECAST SOC, V78, P910, DOI 10.1016/j.techfore.2010.12.004
   Geels FW, 2010, RES POLICY, V39, P495, DOI 10.1016/j.respol.2010.01.022
   Geels FW, 2005, TECHNOL ANAL STRATEG, V17, P445, DOI 10.1080/09537320500357319
   Geels FW, 2002, RES POLICY, V31, P1257, DOI 10.1016/S0048-7333(02)00062-8
   Gilbert R., 2008, TRANSPORT REVOLUTION
   Givoni M., 2009, Built Environment, V35, P70, DOI [10.2148/benv.35.1.70, DOI 10.2148/BENV.35.1.70]
   Gouldson A, 2008, GEOFORUM, V39, P319, DOI 10.1016/j.geoforum.2007.07.002
   Hajer M.A., 1996, ENV MODERNITY NEW EC, P246
   Halkier B, 2011, J CONSUM CULT, V11, P101, DOI 10.1177/1469540510391365
   Hand M., 2007, J CONSUM CULT, V7, P79
   Heffner RR, 2007, TRANSPORT RES D-TR E, V12, P396, DOI 10.1016/j.trd.2007.04.003
   Heidegger M., 1926, BEING TIME
   Hensher DA, 2008, TRANSPORT RES D-TR E, V13, P95, DOI 10.1016/j.trd.2007.12.003
   Heres-Del-Valle D, 2011, TRANSPORT RES B-METH, V45, P150, DOI 10.1016/j.trb.2010.04.001
   Hickman R, 2007, TRANSPORT POLICY, V14, P377, DOI 10.1016/j.tranpol.2007.04.005
   Hofer C, 2010, TRANSPORT RES D-TR E, V15, P37, DOI 10.1016/j.trd.2009.07.001
   Johansson B, 2009, ENERG POLICY, V37, P3212, DOI 10.1016/j.enpol.2009.04.013
   Karplus VJ, 2010, TRANSPORT RES A-POL, V44, P620, DOI 10.1016/j.tra.2010.04.004
   Kemp R, 1998, TECHNOL ANAL STRATEG, V10, P175, DOI 10.1080/09537329808524310
   Kemp R., 2011, European Transport\TrasportiEuropei, P25
   Kemp R, 2006, REFLEXIVE GOVERNANCE FOR SUSTAINABLE DEVELOPMENT, P103
   Klockner CA, 2010, J ENVIRON PSYCHOL, V30, P574, DOI 10.1016/j.jenvp.2010.03.001
   Köhler J, 2009, ECOL ECON, V68, P2985, DOI 10.1016/j.ecolecon.2009.06.027
   Kromer MA, 2010, ENERGY, V35, P387, DOI 10.1016/j.energy.2009.10.006
   Kuhn TS., 1962, The Structure of Scientific Revolutions
   Latour, 2005, Reassembling the Social: An Introduction to Actor-Network Theory
   Latour B., 1987, SCI ACTION
   Lin J, 2008, TRANSPORTATION, V35, P219, DOI 10.1007/s11116-007-9149-1
   Longino H., 2002, The fate of knowledge
   Lopez-Ruiz HG, 2010, TRANSP RES RECORD, P124, DOI 10.3141/2163-14
   LUKE TW, 1995, CULT CRIT, P57, DOI 10.2307/1354445
   Marsden G, 2010, J TRANSP GEOGR, V18, P669, DOI 10.1016/j.jtrangeo.2009.09.014
   McFadden D., 1975, URBAN TRAVEL DEMAND
   McNamara D, 2011, TRANSPORT POLICY, V18, P579, DOI 10.1016/j.tranpol.2011.02.002
   Möser G, 2008, J ENVIRON PSYCHOL, V28, P10, DOI 10.1016/j.jenvp.2007.09.001
   Morrow WR, 2010, ENERG POLICY, V38, P1305, DOI 10.1016/j.enpol.2009.11.006
   Musti S, 2011, TRANSPORT RES A-POL, V45, P707, DOI 10.1016/j.tra.2011.04.011
   Niemeier D, 2008, ENERG POLICY, V36, P3436, DOI 10.1016/j.enpol.2008.04.024
   Nykvist B, 2008, TECHNOL FORECAST SOC, V75, P1373, DOI 10.1016/j.techfore.2008.05.006
   Oels A., 2005, J ENV POLICY PLANNIN, V7, P185, DOI DOI 10.1080/15239080500339661
   Owens S., 1995, TRANSPORT POLICY, V2, P43, DOI DOI 10.1016/0967-070X(95)93245-T
   Paterson M, 2010, ENVIRON PLANN D, V28, P341, DOI 10.1068/d4109
   Poudenx P, 2008, TRANSPORT RES A-POL, V42, P901, DOI 10.1016/j.tra.2008.01.013
   Powell WalterW., 1991, NEW I ORG ANAL, P1, DOI DOI 10.1075/TSL.19.2.02CLO
   Randalls S, 2011, GEOGR J, V177, P127, DOI 10.1111/j.1475-4959.2010.00363.x
   Reckwitz A., 2002, European Journal of Social Theory, V5, P243, DOI [10.1177/13684310222225432, DOI 10.1177/13684310222225432]
   Ribeiro SK, 2007, AR4 CLIMATE CHANGE 2007: MITIGATION OF CLIMATE CHANGE, P323
   Rose N.S., 1999, Governing the Soul: The Shaping of the Private Self
   Roth Kurt W., 2008, 2008 IEEE International Symposium on Electronics and the Environment, P1, DOI 10.1109/ISEE.2008.4562945
   Rouse J, 1998, CONFIGURATIONS, V6, P33, DOI 10.1353/con.1998.0009
   ROUSE J, 1981, MAN WORLD, V14, P269, DOI 10.1007/BF01248749
   Rouse J., 2003, Thomas Kuhn, P101
   Rutherford S, 2007, PROG HUM GEOG, V31, P291, DOI 10.1177/0309132507077080
   Salon D, 2010, ENERG POLICY, V38, P2032, DOI 10.1016/j.enpol.2009.12.005
   Schipper L, 2011, TRANSPORT POLICY, V18, P358, DOI 10.1016/j.tranpol.2010.10.011
   Schwartz S.H., 1997, Advances in experimental social psychology, V10, P221, DOI [10.1016/s0065-2601(08)60358-5, 10.1016/S0065-2601(08)60358-5]
   Shove E, 2010, ENVIRON PLANN A, V42, P1273, DOI 10.1068/a42282
   Shove E, 2010, RES POLICY, V39, P471, DOI 10.1016/j.respol.2010.01.019
   Silvestrini A, 2010, TRANSPORT RES A-POL, V44, P403, DOI 10.1016/j.tra.2010.03.014
   Smith RA, 2008, ENERG POLICY, V36, P4444, DOI 10.1016/j.enpol.2008.09.072
   Steg L, 2005, TRANSPORT RES A-POL, V39, P147, DOI 10.1016/j.tra.2004.07.001
   Stern N, 2008, AM ECON REV, V98, P1, DOI 10.1257/aer.98.2.1
   Thrift N., 2008, Non-Representational Theory: Space | Politics | Affect
   Tiwari R, 2011, CITIES, V28, P394, DOI 10.1016/j.cities.2011.05.005
   Tversky A., 2000, CHOICES VALUES FRAME
   Unruh GC, 2002, ENERG POLICY, V30, P317, DOI 10.1016/S0301-4215(01)00098-2
   Urry J., 2007, Mobilities
   Urry John., 2011, CLIMATE CHANGE SOC
   van Bree B, 2010, TECHNOL FORECAST SOC, V77, P529, DOI 10.1016/j.techfore.2009.12.005
   Whitmarsh L., 2009, Environmental policy and governance, V19, P232
   Yang C, 2009, TRANSPORT RES D-TR E, V14, P147, DOI 10.1016/j.trd.2008.11.010
   Zanni AM, 2010, ENERG POLICY, V38, P1774, DOI 10.1016/j.enpol.2009.11.053
NR 107
TC 219
Z9 228
U1 6
U2 153
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0965-8564
EI 1879-2375
J9 TRANSPORT RES A-POL
JI Transp. Res. Pt. A-Policy Pract.
PD DEC
PY 2011
VL 45
IS 10
SI SI
BP 993
EP 1006
DI 10.1016/j.tra.2011.09.005
PG 14
WC Economics; Transportation; Transportation Science & Technology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Business & Economics; Transportation
GA 854VT
UT WOS:000297523600001
OA Green Submitted
DA 2024-07-19
ER

PT J
AU Farmer, TW
   Lines, MM
   Hamm, JV
AF Farmer, Thomas W.
   Lines, Meghan McAuliffe
   Hamm, Jill V.
TI Revealing the invisible hand: The role of teachers in children's peer
   experiences
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Social dynamics; Classroom management; School context; Teacher-student
   relationships
ID LATE ELEMENTARY-SCHOOL; AFRICAN-AMERICAN; SOCIAL-STATUS; PERCEIVED
   POPULARITY; AGGRESSIVE-BEHAVIOR; ACADEMIC ENGAGEMENT; MIDDLE SCHOOL;
   CLASSROOM; ADOLESCENTS; ADJUSTMENT
AB To introduce this special issue, the concept of the teacher as an "invisible hand" is presented as a metaphor to describe the potentially influential but relatively understudied contribution that educators are likely to have on children's peer relationships and their broader interpersonal growth. Building from conceptual work distinguishing between the role of adults and peers in children's social development, we summarize empirical support for the view that teachers are in a position to develop and guide the classroom as a society by simultaneously directing institutional expectations while also providing students with opportunities to collectively construct their own peer culture. Key social development constructs are reviewed from this lens, and the four articles and two commentaries that constitute this special issue are discussed in relation to their contributions to clarifying and extending current views of the role of teachers in school social dynamics. We conclude by considering intervention implications of this work, and we argue that teachers are the one professional in a child's life who have the opportunity to view the whole child in relation to the social ecology in which he or she is embedded. (C) 2011 Elsevier Inc. All rights reserved.
C1 [Farmer, Thomas W.] Penn State Univ, University Pk, PA 16802 USA.
   [Lines, Meghan McAuliffe] Nemours AI DuPont Hosp Children, Wilmington, DE USA.
   [Hamm, Jill V.] Univ N Carolina, Chapel Hill, NC USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park; Nemours Alfred I. duPont Hospital for Children;
   University of North Carolina; University of North Carolina Chapel Hill
RP Farmer, TW (corresponding author), Penn State Univ, University Pk, PA 16802 USA.
EM twf2@psu.edu
RI Farmer, Tom/AFR-4877-2022
CR Adler PA, 1996, SOCIOL INQ, V66, P111, DOI 10.1111/j.1475-682X.1996.tb00213.x
   ADLER PA, 1992, SOCIOL EDUC, V65, P169, DOI 10.2307/2112807
   Ahn HJ, 2010, J EARLY ADOLESCENCE, V30, P76, DOI 10.1177/0272431609350922
   [Anonymous], 1993, J EMOT BEHAV DISORD
   [Anonymous], NEW DIRECTIONS CHILD
   [Anonymous], GUILDFORD SERIES SOC
   Arsenio WF, 2001, SOC DEV, V10, P59, DOI 10.1111/1467-9507.00148
   Bagwell CL, 2000, MERRILL PALMER QUART, V46, P280
   Baker JA, 2008, TEACH TEACH EDUC, V24, P1876, DOI 10.1016/j.tate.2008.02.019
   Baker JA, 2006, J SCHOOL PSYCHOL, V44, P211, DOI 10.1016/j.jsp.2006.02.002
   Baker JA, 2009, SCHOOL PSYCHOL INT, V30, P374, DOI 10.1177/0143034309106945
   Barth JM, 2004, J SCHOOL PSYCHOL, V42, P115, DOI 10.1016/j.jsp.2003.11.004
   Bierman KL, 2011, J APPL DEV PSYCHOL, V32, P297, DOI 10.1016/j.appdev.2011.04.004
   Bissell-Havran JM, 2009, J YOUTH ADOLESCENCE, V38, P41, DOI 10.1007/s10964-007-9266-3
   Bradshaw CP, 2009, J EDUC PSYCHOL, V101, P926, DOI 10.1037/a0016586
   BRONFENB.U, 1970, J PERS SOC PSYCHOL, V15, P179, DOI 10.1037/h0029426
   BROPHY J, 1986, EDUC URBAN SOC, V18, P182, DOI 10.1177/0013124586018002005
   BROPHY J, 1986, AM PSYCHOL, V41, P1069, DOI 10.1037/0003-066X.41.10.1069
   Brown JL, 2010, J EDUC PSYCHOL, V102, P153, DOI 10.1037/a0018160
   Buyse E, 2009, ELEM SCHOOL J, V110, P119, DOI 10.1086/605768
   Caims R.B., 1986, The individual subject and scientific psychology, P97
   Cairns R.B., 1998, METHODS MODELS STUDY
   Cairns R. B., 1985, J EARLY ADOLESC, V5, P339, DOI [10.1177/0272431685053007, DOI 10.1177/0272431685053007]
   Cairns R.B., 1979, Social Development: The origins and plasticity of interchanges
   Cairns R.B., 1994, LIFELINES RISKS PATH
   CAIRNS RB, 1988, DEV PSYCHOL, V24, P815, DOI 10.1037/0012-1649.24.6.815
   Cairns RB, 2000, DEVELOPMENTAL SCIENCE AND THE HOLISTIC APPROACH, P49
   CANTRELL VL, 1985, J CONSULT CLIN PSYCH, V53, P884, DOI 10.1037/0022-006X.53.6.884
   Chang L, 2004, DEV PSYCHOL, V40, P691, DOI 10.1037/0012-1649.40.5.691
   Chung-Hall J, 2010, SOC DEV, V19, P659, DOI 10.1111/j.1467-9507.2009.00556.x
   Cialdini R.B., 1991, ADV EXP SOC PSYCHOL, V24
   Coie J.D., 1990, PEER REJECTION CHILD, P17
   COIE JD, 1982, DEV PSYCHOL, V18, P557, DOI 10.1037/0012-1649.18.4.557
   CORSARO WA, 1990, ANNU REV SOCIOL, V16, P197, DOI 10.1146/annurev.so.16.080190.001213
   Crick NR, 1999, SOC DEV, V8, P128, DOI 10.1111/1467-9507.00084
   Curby TW, 2009, EARLY EDUC DEV, V20, P346, DOI 10.1080/10409280802581284
   de Bruyn EH, 2006, J ADOLESCENT RES, V21, P607, DOI 10.1177/0743558406293966
   Dijkstra JK, 2008, J ABNORM CHILD PSYCH, V36, P1289, DOI 10.1007/s10802-008-9251-7
   Doumen S, 2008, J CLIN CHILD ADOLESC, V37, P588, DOI 10.1080/15374410802148079
   Doumen S, 2009, BRIT J EDUC PSYCHOL, V79, P663, DOI 10.1348/000709909X453149
   Durkheim Emile., 1997, DIVISION LABOR SOC
   EDER D, 1985, SOCIOL EDUC, V58, P154, DOI 10.2307/2112416
   Erikson KaiT., 1966, Wayward Puritans: A Study in the Sociology of Deviance
   Estell DB, 2007, AGGRESSIVE BEHAV, V33, P145, DOI 10.1002/ab.20176
   EVANS C, 1993, J CONTEMP ETHNOGR, V22, P139, DOI 10.1177/089124193022002001
   Farmer T.W., 2007, Prosocial and antisocial functions of aggression, P209
   Farmer TW, 2007, J SCHOOL PSYCHOL, V45, P461, DOI 10.1016/j.jsp.2007.06.008
   Farmer TW, 2010, SOC PSYCHOL EDUC, V13, P271, DOI 10.1007/s11218-009-9107-1
   Farmer TW, 2007, NEW DIR CHILD ADOLES, V118, P101, DOI 10.1002/cd.204
   Farmer TW, 2010, ELEM SCHOOL J, V110, P364, DOI 10.1086/648983
   Farmer TW, 2009, PSYCHOL SCHOOLS, V46, P362, DOI 10.1002/pits.20381
   Farmer TW, 2000, J EDUC PSYCHOL CONS, V11, P299, DOI 10.1207/S1532768XJEPC113&4_02
   Farmer TW, 2003, DEV PSYCHOL, V39, P992, DOI 10.1037/0012-1649.39.6.992
   Farmer TW, 1996, SOC DEV, V5, P174, DOI 10.1111/j.1467-9507.1996.tb00079.x
   Gest SD, 2011, J APPL DEV PSYCHOL, V32, P288, DOI 10.1016/j.appdev.2011.02.004
   Gest SD, 2003, SOC DEV, V12, P513, DOI 10.1111/1467-9507.00246
   Giddens Anthony., 1985, The Constitution of Society: Outline of the Theory of Structuration
   Güroglu B, 2007, J RES ADOLESCENCE, V17, P357, DOI 10.1111/j.1532-7795.2007.00526.x
   Hamm JV, 2011, J EARLY ADOLESCENCE, V31, P41, DOI 10.1177/0272431610384486
   Hamm JV, 2000, DEV PSYCHOL, V36, P209, DOI 10.1037/0012-1649.36.2.209
   Hamm JV., 2011, J APPL DEV PSYCHOL, V32, P267, DOI DOI 10.1016/J.APPDEV.2010.06.003
   Hamre BK, 2005, CHILD DEV, V76, P949, DOI 10.1111/j.1467-8624.2005.00889.x
   Hamre BK, 2008, SOC DEV, V17, P115, DOI 10.1111/j.1467-9507.2007.00418.x
   Heflin A.H., 1990, PEER REJECTION CHILD, P60
   Henricsson L, 2004, MERRILL PALMER QUART, V50, P111, DOI 10.1353/mpq.2004.0012
   Henry D.B., 2008, Toward positive youth development: Transforming school and community programs, P40, DOI DOI 10.1093/ACPROF:OSO/9780195327892.003.0003
   Hoff KE, 2009, J SCHOOL PSYCHOL, V47, P395, DOI 10.1016/j.jsp.2009.07.003
   HOLMBERG MC, 1980, CHILD DEV, V51, P448
   Hughes JN, 2011, J APPL DEV PSYCHOL, V32, P278, DOI 10.1016/j.appdev.2010.03.005
   JOHNSON DW, 1985, J PSYCHOL, V119, P405, DOI 10.1080/00223980.1985.10542911
   Jones MH, 2010, J EXP EDUC, V78, P378, DOI 10.1080/00220970903548020
   Jonkmann K, 2009, CHILD DEV, V80, P338, DOI 10.1111/j.1467-8624.2009.01264.x
   Juvonen J, 2002, ADOLESCENCE EDUC, P277
   KINDERMANN TA, 1993, DEV PSYCHOL, V29, P970, DOI 10.1037/0012-1649.29.6.970
   Kindermann TA, 2007, CHILD DEV, V78, P1186, DOI 10.1111/j.1467-8624.2007.01060.x
   Kindermann TA, 2011, J APPL DEV PSYCHOL, V32, P304, DOI 10.1016/j.appdev.2011.04.005
   KINNEY DA, 1993, SOCIOL EDUC, V66, P21, DOI 10.2307/2112783
   Kiuru N, 2007, J YOUTH ADOLESCENCE, V36, P995, DOI 10.1007/s10964-006-9118-6
   Kiuru N, 2009, INT J BEHAV DEV, V33, P65, DOI 10.1177/0165025408098014
   KREPS GA, 1993, AM J SOCIOL, V99, P428, DOI 10.1086/230270
   LaFontana KA, 2002, DEV PSYCHOL, V38, P635, DOI 10.1037//0012-1649.38.5.635
   Lapinski MK, 2005, COMMUN THEOR, V15, P127, DOI 10.1093/ct/15.2.127
   Lease AM, 2002, SOC DEV, V11, P508, DOI 10.1111/1467-9507.00213
   Luckner AE, 2011, J APPL DEV PSYCHOL, V32, P257, DOI 10.1016/j.appdev.2011.02.010
   Magnusson D., 1996, DEVELOPMENTAL SCI, P7
   McFarland DA, 2001, AM J SOCIOL, V107, P612, DOI 10.1086/338779
   Mercer SH, 2009, J SCHOOL PSYCHOL, V47, P267, DOI 10.1016/j.jsp.2009.04.001
   Merten DE, 1997, SOCIOL EDUC, V70, P175, DOI 10.2307/2673207
   Murray-Harvey R, 2010, SCHOOL PSYCHOL INT, V31, P271, DOI 10.1177/0143034310366206
   O'Connor E, 2010, J SCHOOL PSYCHOL, V48, P187, DOI 10.1016/j.jsp.2010.01.001
   Olweus D, 2003, EDUC LEADERSHIP, V60, P12
   Parkhurst JT, 1998, J EARLY ADOLESCENCE, V18, P125, DOI 10.1177/0272431698018002001
   Peeters M, 2010, J YOUTH ADOLESCENCE, V39, P1041, DOI 10.1007/s10964-009-9478-9
   Pepler DJ, 2006, J CAN ACAD CHILD ADO, V15, P16
   Rodkin P.C., 2004, Bullying in American schools: A social-ecological perspective on prevention and intervention
   Rubin K.H., 2006, Handbook of child psychology: Vol. 3. Social, emotional, V6th, P571, DOI DOI 10.1002/9780470147658.CHPSY0310
   Ryan AM, 2001, CHILD DEV, V72, P1135, DOI 10.1111/1467-8624.00338
   Salmivalli C, 1997, SCAND J PSYCHOL, V38, P305, DOI 10.1111/1467-9450.00040
   Schwartz D, 2000, J ABNORM CHILD PSYCH, V28, P181, DOI 10.1023/A:1005174831561
   Shores RE, 1999, J EMOT BEHAV DISORD, V7, P194, DOI 10.1177/106342669900700401
   Solbere ME, 2007, BRIT J EDUC PSYCHOL, V77, P441, DOI 10.1348/000709906X105689
   Sutton J, 1999, BRIT J DEV PSYCHOL, V17, P435, DOI 10.1348/026151099165384
   Sutton J, 2001, SOC DEV, V10, P74, DOI 10.1111/1467-9507.00149
   Tenney ER, 2009, J RES PERS, V43, P579, DOI 10.1016/j.jrp.2009.03.004
   Vaillancourt T., 2003, J APPL SCH PSYCHOL, V19, P157, DOI [10.1300/J008v19n02, DOI 10.1300/J008V19N0210, 10.1300/J008v19n02_10, DOI 10.1300/J008V19N02_10]
   Vaillancourt T, 2006, AGGRESSIVE BEHAV, V32, P396, DOI 10.1002/ab.20138
   Van Acker R., 1996, Education Treatment of Children, V19, P316
   Veenstra R, 2005, DEV PSYCHOL, V41, P672, DOI 10.1037/0012-1649.41.4.672
   Veronneau MH, 2010, DEV PSYCHOL, V46, P773, DOI 10.1037/a0019816
   Wentzel KR, 2010, CONTEMP EDUC PSYCHOL, V35, P193, DOI 10.1016/j.cedpsych.2010.03.002
   Wentzel KR, 2003, THEOR PRACT, V42, P319, DOI 10.1207/s15430421tip4204_9
   Wentzel KR, 2002, CHILD DEV, V73, P287, DOI 10.1111/1467-8624.00406
   Wentzel KR, 1998, EDUC PSYCHOL REV, V10, P155, DOI 10.1023/A:1022137619834
   Werner NE, 2010, CHILD DEV, V81, P826, DOI 10.1111/j.1467-8624.2010.01436.x
   Wilson HK, 2007, ELEM SCHOOL J, V108, P81, DOI 10.1086/525548
   Witvliet M, 2010, SOC DEV, V19, P285, DOI 10.1111/j.1467-9507.2009.00544.x
   Xie HL, 2003, J SCHOOL PSYCHOL, V41, P355, DOI 10.1016/S0022-4405(03)00086-4
   Youniss J., 1980, Parents and peers in social development: A Sullivan-Piaget perspective
NR 118
TC 347
Z9 412
U1 5
U2 118
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0193-3973
EI 1873-7900
J9 J APPL DEV PSYCHOL
JI J. Appl. Dev. Psychol.
PD SEP-OCT
PY 2011
VL 32
IS 5
SI SI
BP 247
EP 256
DI 10.1016/j.appdev.2011.04.006
PG 10
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 831DE
UT WOS:000295708100001
DA 2024-07-19
ER

PT J
AU Juvonen, J
   Wang, YY
   Espinoza, G
AF Juvonen, Jaana
   Wang, Yueyan
   Espinoza, Guadalupe
TI Bullying Experiences and Compromised Academic Performance Across Middle
   School Grades
SO JOURNAL OF EARLY ADOLESCENCE
LA English
DT Article
DE bullying; academic performance; middle school; longitudinal research
ID PEER VICTIMIZATION; SELF-CONCEPT; ADJUSTMENT; HARASSMENT; EXCLUSION;
   REJECTION
AB The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students. The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White, and 10% mixed) from 11 public middle schools. Results of multilevel models (MLMs) showed that grade point averages and teacher-rated academic engagement were each predicted by both self-perceptions of victimization and peer nominations of victim reputation, controlling for demographic and school-level differences as well as overall declines in academic performance over time. Further MLM analyses suggested that most of the victimization effect was due to between-subject differences, as opposed to within-subject fluctuations, in victimization over time. The results of the study suggest that peer victimization cannot be ignored when trying to improve educational outcomes in urban middle schools.
C1 [Juvonen, Jaana] Univ Calif Los Angeles, Dept Psychol, Dev Psychol Program, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Juvonen, J (corresponding author), Univ Calif Los Angeles, Dept Psychol, Dev Psychol Program, Los Angeles, CA 90095 USA.
EM j_juvonen@yahoo.com
RI Wang, Yueyan/C-1863-2017
CR [Anonymous], APPL MULTIPLE REGRES
   Baumeister RF, 2002, J PERS SOC PSYCHOL, V83, P817, DOI 10.1037//0022-3514.83.4.817
   Bellmore A, 2010, J RES ADOLESCENCE, V20, P538, DOI 10.1111/j.1532-7795.2010.00640.x
   Bellmore AD, 2006, SELF IDENTITY, V5, P209, DOI 10.1080/15298860600636647
   Buhs ES, 2006, J EDUC PSYCHOL, V98, P1, DOI 10.1037/0022-0663.98.1.1
   Buhs ES, 2001, DEV PSYCHOL, V37, P550, DOI 10.1037//0012-1649.37.4.550
   Dotterer AM, 2009, J EDUC PSYCHOL, V101, P509, DOI 10.1037/a0013987
   Graham S., 2003, Journal of Applied School Psychology, V19, P117
   Graham S, 2006, J ABNORM CHILD PSYCH, V34, P363, DOI 10.1007/s10802-006-9030-2
   Gutman LM, 2007, DEV PSYCHOL, V43, P522, DOI 10.1037/0012-1649.43.2.522
   Harter S., 1987, MANUAL SELF PERCEPTI
   Juvonen J, 2000, J EDUC PSYCHOL, V92, P349, DOI 10.1037//0022-0663.92.2.349
   Juvonen J, 2006, PSYCHOL SCI, V17, P393, DOI 10.1111/j.1467-9280.2006.01718.x
   Juvonen J, 2001, PEER HARASSMENT IN SCHOOL, P105
   Juvonen J., 2004, FOCUS WONDER YEARS C
   Kochenderfer BJ, 1996, CHILD DEV, V67, P1305, DOI 10.2307/1131701
   Kochenderfer-Ladd B, 2001, CHILD DEV, V72, P134, DOI 10.1111/1467-8624.00270
   Ladd GW, 1997, CHILD DEV, V68, P1181, DOI 10.1111/j.1467-8624.1997.tb01993.x
   Little RJ, 1987, STAT ANAL MISSING DA
   Nakamoto J, 2010, SOC DEV, V19, P221, DOI 10.1111/j.1467-9507.2009.00539.x
   NEARY A, 1994, PERS INDIV DIFFER, V16, P183, DOI 10.1016/0191-8869(94)90122-8
   Nishina A, 2005, CHILD DEV, V76, P435, DOI 10.1111/j.1467-8624.2005.00855.x
   Nishina A, 2005, J CLIN CHILD ADOLESC, V34, P37, DOI 10.1207/s15374424jccp3401_4
   Nylund K, 2007, CHILD DEV, V78, P1706, DOI 10.1111/j.1467-8624.2007.01097.x
   OConnell AA, 2008, QUANT METH EDUC BEHA, P1
   Orfield G., 2005, Confronting the graduation rate crisis in the South
   Raudenbush S., 2001, HIERARCHICAL LINEAR
   Schwartz D, 2005, J EDUC PSYCHOL, V97, P425, DOI 10.1037/0022-0663.97.3.425
   Singer D., 2003, APPL LONGITUDINAL DA
   Wellborn J.G., 1991, ENGAGEMENT VERSUS DI
   *WESTED, 2007, CAL HLTH KIDS SURV A
NR 31
TC 229
Z9 259
U1 7
U2 84
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0272-4316
EI 1552-5449
J9 J EARLY ADOLESCENCE
JI J. Early Adolesc.
PD FEB
PY 2011
VL 31
IS 1
BP 152
EP 173
DI 10.1177/0272431610379415
PG 22
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA 700BS
UT WOS:000285707700007
DA 2024-07-19
ER

PT J
AU Stoeber, J
   Childs, JH
   Hayward, JA
   Feast, AR
AF Stoeber, Joachim
   Childs, Julian H.
   Hayward, Jennifer A.
   Feast, Alexandra R.
TI Passion and motivation for studying: predicting academic engagement and
   burnout in university students
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE passion; academic engagement; student burnout; motivation;
   self-concordance theory
ID SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; WELL; ACHIEVEMENT;
   PERFORMANCE; AUTONOMY; SCHOOL; WORK; PERFECTIONISM; DISAFFECTION
AB Research on the dualistic model of passion has investigated harmonious and obsessive passion in many domains. However, few studies have investigated passion for studying and the role passion for studying plays in student engagement and well-being. The present study investigated the relationships between harmonious and obsessive passion for studying and academic engagement (vigour, dedication and absorption) and burnout (exhaustion, cynicism and inefficacy) in 105 university students, controlling for the effects of autonomous and controlled motivation. Both harmonious and obsessive passion explained variance in academic engagement and burnout beyond autonomous and controlled motivation: harmonious passion predicted higher dedication and lower cynicism, obsessive passion predicted higher absorption, and both harmonious and obsessive passion predicted higher vigour and lower inefficacy. The findings suggest that passion for studying explains individual differences in students' academic engagement and burnout beyond autonomous and controlled motivation and thus deserves more attention from educational psychology.
C1 [Stoeber, Joachim; Childs, Julian H.; Hayward, Jennifer A.; Feast, Alexandra R.] Univ Kent, Sch Psychol, Canterbury, Kent, England.
C3 University of Kent
RP Stoeber, J (corresponding author), Univ Kent, Sch Psychol, Canterbury, Kent, England.
EM j.stoeber@kent.ac.uk
RI Stoeber, Joachim/B-6729-2009
OI Stoeber, Joachim/0000-0002-6439-9917; Edbrooke-Childs,
   Julian/0000-0003-0401-4058
CR AMABILE TM, 1985, J PERS SOC PSYCHOL, V48, P393, DOI 10.1037/0022-3514.48.2.393
   Baker SR, 2004, CURR PSYCHOL, V23, P189, DOI 10.1007/s12144-004-1019-9
   BREAUGH JA, 1985, HUM RELAT, V38, P551, DOI 10.1177/001872678503800604
   Bresó E, 2011, HIGH EDUC, V61, P339, DOI 10.1007/s10734-010-9334-6
   Carbonneau N, 2008, J EDUC PSYCHOL, V100, P977, DOI 10.1037/a0012545
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   Deci E.L., 1985, INTRINSIC MOTIVATION, DOI [10.1007/978-1-4899-2271-7, DOI 10.1007/978-1-4899-2271-7]
   Gagné M, 2005, J ORGAN BEHAV, V26, P331, DOI 10.1002/job.322
   Gan YQ, 2007, SOC BEHAV PERSONAL, V35, P1087, DOI 10.2224/sbp.2007.35.8.1087
   Gan YQ, 2007, PERS INDIV DIFFER, V43, P851, DOI 10.1016/j.paid.2007.02.009
   Gore JS, 2006, J PERS SOC PSYCHOL, V90, P848, DOI 10.1037/0022-3514.90.5.848
   Gould D, 1996, SPORT PSYCHOL, V10, P322, DOI 10.1123/tsp.10.4.322
   GROLNICK WS, 1987, J PERS SOC PSYCHOL, V52, P890, DOI 10.1037/0022-3514.52.5.890
   GROLNICK WS, 1991, J EDUC PSYCHOL, V83, P508, DOI 10.1037/0022-0663.83.4.508
   Guay F, 2008, CAN PSYCHOL, V49, P233, DOI 10.1037/a0012758
   Hill AP, 2010, ANXIETY STRESS COPIN, V23, P415, DOI 10.1080/10615800903330966
   Horstmanshof L, 2007, BRIT J EDUC PSYCHOL, V77, P703, DOI 10.1348/000709906X160778
   Jacobs S.R., 2003, Journal of College Student Development, V44, P291, DOI DOI 10.1353/CSD.2003.0028
   LEVEILLE C, 2000, 61 ANN M CAN PSYCH S
   Levesque C, 2004, J EDUC PSYCHOL, V96, P68, DOI 10.1037/0022-0663.96.1.68
   Levesque M, 2004, CAN J BEHAV SCI, V36, P190, DOI 10.1037/h0087229
   Mageau GA, 2007, MOTIV EMOTION, V31, P312, DOI 10.1007/s11031-007-9071-z
   Maslach C, 2001, ANNU REV PSYCHOL, V52, P397, DOI 10.1146/annurev.psych.52.1.397
   Mostert K., 2007, South African Journal of Higher Education, V21, P147, DOI [10.4314/sajhe.v21i1.25608, DOI 10.4314/SAJHE.V21I1.25608]
   Nix GA, 1999, J EXP SOC PSYCHOL, V35, P266, DOI 10.1006/jesp.1999.1382
   Noushad P., 2008, From teacher burnout to student burnout
   Nunnally JC, 1978, PSYCHOMETRIC THEORY, V2nd
   Ratelle CF, 2004, J GAMBL STUD, V20, P105, DOI 10.1023/B:JOGS.0000022304.96042.e6
   Rip B., 2006, Journal of Dance Medicine Science, V10, P14, DOI [https://doi.org/10.1177/1089313x06010001-205, DOI 10.1177/1089313X06010001-205]
   Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
   Salamonson Y, 2009, CONTEMP NURSE, V32, P123, DOI 10.5172/conu.32.1-2.123
   Salmela-Aro K, 2008, EUR PSYCHOL, V13, P12, DOI 10.1027/1016-9040.13.1.12
   Schaufeli W. B., 2002, J HAPPINESS STUD, V3, P71, DOI DOI 10.1023/A:1015630930326
   Schaufeli WB, 2002, J CROSS CULT PSYCHOL, V33, P464, DOI 10.1177/0022022102033005003
   Schaufeli WB, 2004, J ORGAN BEHAV, V25, P293, DOI 10.1002/job.248
   Sheldon K.M., 2002, Handbook of self-determination research p, P65
   Sheldon KM, 1999, J PERS SOC PSYCHOL, V76, P482, DOI 10.1037/0022-3514.76.3.482
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   Skinner EA, 2009, EDUC PSYCHOL MEAS, V69, P493, DOI 10.1177/0013164408323233
   Stoeber J, 2007, PERS INDIV DIFFER, V43, P2182, DOI 10.1016/j.paid.2007.06.036
   Tabachnick B.G., 2012, Using multivariate statistics, V6th
   Tinto V., 1993, LEAVING COLL RETHINK, DOI DOI 10.7208/CHICAGO/9780226922461.001.0001
   Uludag O, 2010, J HOSP LEIS SPORT TO, V9, P13, DOI 10.3794/johlste.91.243
   Vallerand RJ, 2003, J PERS SOC PSYCHOL, V85, P756, DOI 10.1037/0022-3514.85.4.756
   VALLERAND RJ, 1992, EDUC PSYCHOL MEAS, V52, P1003, DOI 10.1177/0013164492052004025
   Vallerand RJ, 2008, CAN PSYCHOL, V49, P1, DOI 10.1037/0708-5591.49.1.1
   Vallerand RJ, 2008, PSYCHOL SPORT EXERC, V9, P373, DOI 10.1016/j.psychsport.2007.05.003
   Vallerand RJ, 2007, J PERS, V75, P505, DOI 10.1111/j.1467-6494.2007.00447.x
   Vallerand RJ, 2006, J SPORT EXERCISE PSY, V28, P454, DOI 10.1123/jsep.28.4.454
   Vallerand RJ, 2010, ADV EXP SOC PSYCHOL, V42, P97, DOI 10.1016/S0065-2601(10)42003-1
   Vallerand RJ, 2010, J PERS, V78, P289, DOI 10.1111/j.1467-6494.2009.00616.x
   Vansteenkiste M, 2004, J PERS SOC PSYCHOL, V87, P246, DOI 10.1037/0022-3514.87.2.246
   Wang CKJ, 2008, CYBERPSYCHOL BEHAV, V11, P39, DOI 10.1089/cpb.2007.0004
   Yang HJ, 2005, COMPUT HUM BEHAV, V21, P917, DOI 10.1016/j.chb.2004.03.001
   Zhang YW, 2007, PERS INDIV DIFFER, V43, P1529, DOI 10.1016/j.paid.2007.04.010
NR 56
TC 98
Z9 128
U1 3
U2 140
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PY 2011
VL 31
IS 4
BP 513
EP 528
AR PII 938200575
DI 10.1080/01443410.2011.570251
PG 16
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 772ZM
UT WOS:000291276800007
OA Green Submitted, Green Accepted
DA 2024-07-19
ER

PT J
AU Hughes, K
   Coplan, RJ
AF Hughes, Kathleen
   Coplan, Robert J.
TI Exploring Processes Linking Shyness and Academic Achievement in
   Childhood
SO SCHOOL PSYCHOLOGY QUARTERLY
LA English
DT Article
DE academic achievement; peer relationships; classroom behavior
ID SOCIOEMOTIONAL ADJUSTMENT; SCHOOL ADJUSTMENT; CHILDRENS; KINDERGARTEN;
   TEMPERAMENT; GRADE; SELF; PERFORMANCE; COMPETENCE; TEACHERS
AB The goal of the current study was to explore the relations between shyness, academic engagement, and academic achievement in childhood. Participants were (n = 125) children (aged 9-13 years) attending public school boards in Canada. Children completed self reports of shyness and were administered a test of nonverbal IQ. Academic achievement was assessed through both teacher ratings and standardized tests of reading comprehension and mathematics. As well, a new teacher-rated measure of academic engagement was created to assess student participation and on-task behavior in the classroom. Among the results, shyness was negatively related to teacher-rated achievement but not related to standardized test scores. Academic engagement was significantly and negatively related to shyness, and positively related to all measures of achievement. Finally, academic engagement partially mediated the relation between shyness and teacher ratings of achievement. These findings suggest that poorer teacher-rated academic performance in shy children may be partially accounted for by a lack of academic engagement in the classroom. Future studies are needed to explore why shy children are less likely to be engaged in the classroom.
C1 [Hughes, Kathleen; Coplan, Robert J.] Carleton Univ, Dept Psychol, Ottawa, ON K1S 5B6, Canada.
C3 Carleton University
RP Hughes, K (corresponding author), Carleton Univ, Dept Psychol, 1125 Colonel Drive, Ottawa, ON K1S 5B6, Canada.
EM khughes4@connect.carleton.ca
OI Hughes, Kathleen/0000-0002-2185-9178
CR Adams W., 1989, TEST ACAD PERFORMANC
   Alexander KL, 1997, SOCIOL EDUC, V70, P87, DOI 10.2307/2673158
   Arbeau KA, 2007, MERRILL PALMER QUART, V53, P291, DOI 10.1353/mpq.2007.0007
   Arbeau KA, 2010, INT J BEHAV DEV, V34, P259, DOI 10.1177/0165025409350959
   ASENDORPF JB, 1993, J PERS SOC PSYCHOL, V64, P1072, DOI 10.1037/0022-3514.64.6.1072
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   Bruner J., 1996, CULTURE ED
   *BUR I, 1998, 13 MENT MEAS YB
   Chamorro-Premuzic T, 2003, J RES PERS, V37, P319, DOI 10.1016/S0092-6566(02)00578-0
   Chen XY, 2004, INT J BEHAV DEV, V28, P129, DOI 10.1080/01650250344000334
   Chen XY, 2003, CHILD DEV, V74, P710, DOI 10.1111/1467-8624.00564
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   Coplan RJ, 1999, EARLY CHILD RES Q, V14, P537, DOI 10.1016/S0885-2006(99)00025-3
   Coplan RJ, 2008, J ABNORM CHILD PSYCH, V36, P359, DOI 10.1007/s10802-007-9183-7
   Coplan RJ, 2009, INFANT CHILD DEV, V18, P238, DOI 10.1002/icd.622
   Coplan RJ, 2009, INFANT CHILD DEV, V18, P211, DOI 10.1002/icd.620
   Coplan RJ, 2008, J RES CHILD EDUC, V22, P377, DOI 10.1080/02568540809594634
   Crosby EG, 2002, PSYCHOL SCHOOLS, V39, P235, DOI 10.1002/pits.10034
   Crozier W.R., 2002, ED PSYCHOL PRACTICE, V18, P239, DOI [DOI 10.1080/02667360220000267, 10.1080/0266736022000010267, DOI 10.1080/0266736022000010267]
   CROZIER WR, 1995, BRIT J EDUC PSYCHOL, V65, P85, DOI 10.1111/j.2044-8279.1995.tb01133.x
   Crozier WR, 2003, BRIT J EDUC PSYCHOL, V73, P317, DOI 10.1348/000709903322275858
   Dobbs J, 2006, J APPL DEV PSYCHOL, V27, P97, DOI 10.1016/j.appdev.2005.12.008
   Evans M.A., 2001, INT HDB SOCIAL ANXIE, P159
   Evans M.A., 2010, DEV SHYNESS SOCIAL W
   Evans MA, 1996, J EDUC PSYCHOL, V88, P739, DOI 10.1037/0022-0663.88.4.739
   EVANS MA, 1987, APPL PSYCHOLINGUIST, V8, P171, DOI 10.1017/S0142716400000199
   Findlay LC, 2009, INT J BEHAV DEV, V33, P47, DOI 10.1177/0165025408098017
   Finn JD, 1997, J APPL PSYCHOL, V82, P221, DOI 10.1037/0021-9010.82.2.221
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Gazelle H, 2006, DEV PSYCHOL, V42, P1179, DOI 10.1037/0012-1649.42.6.1179
   GORDON EM, 1967, J SCHOOL PSYCHOL, V5, P292, DOI 10.1016/0022-4405(67)90006-4
   Helme S., 2001, MATH EDUC RES J, V13, P133, DOI [10.1007/BF03217103, DOI 10.1007/BF03217103]
   HUGHES K, 2009, QUIET EXUBERANT BOYS
   Ladd GW, 2000, MERRILL PALMER QUART, V46, P255
   Laidra K, 2007, PERS INDIV DIFFER, V42, P441, DOI 10.1016/j.paid.2006.08.001
   LERNER JV, 1985, J CHILD PSYCHOL PSYC, V26, P125, DOI 10.1111/j.1469-7610.1985.tb01633.x
   Márquez PGO, 2006, PSICOTHEMA, V18, P118
   Masten AS, 2005, DEV PSYCHOL, V41, P733, DOI 10.1037/0012-1649.41.5.733
   McClelland MM, 2003, EARLY CHILD RES Q, V18, P206, DOI 10.1016/S0885-2006(03)00026-7
   McLoyd VC, 1998, AM PSYCHOL, V53, P185, DOI 10.1037/0003-066X.53.2.185
   PALISIN H, 1986, DEV PSYCHOL, V22, P766, DOI 10.1037/0012-1649.22.6.766
   POWERS S, 1985, PSYCHOL REP, V57, P543, DOI 10.2466/pr0.1985.57.2.543
   Preacher KJ, 2004, BEHAV RES METH INS C, V36, P717, DOI 10.3758/BF03206553
   Rapee RM, 2010, NEW DIR CHILD ADOLES, V127, P17, DOI 10.1002/cd.260
   Rettew DC, 2000, HARVARD REV PSYCHIAT, V8, P283, DOI 10.1093/hrp/8.6.283
   RUBIN KH, 2009, ANNU REV PSYCHOL, P60
   Rydell AM, 2005, ATTACH HUM DEV, V7, P187, DOI 10.1080/14616730500134282
   Schaefer BA, 1999, J SCHOOL PSYCHOL, V37, P299, DOI 10.1016/S0022-4405(99)00007-2
   SCHOEN MJ, 1994, J SCHOOL PSYCHOL, V32, P135, DOI 10.1016/0022-4405(94)90007-8
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Spere KA, 2004, INFANT CHILD DEV, V13, P123, DOI 10.1002/icd.345
   Spere K, 2009, INFANT CHILD DEV, V18, P216, DOI 10.1002/icd.621
   Spooner AL, 2005, MERRILL PALMER QUART, V51, P437, DOI 10.1353/mpq.2005.0028
   TAKEUCHI M, 1992, J SOC PSYCHOL, V132, P505, DOI 10.1080/00224545.1992.9924730
   Thorndike R.L., 1998, CCAT TEACHERS HDB IN
NR 55
TC 99
Z9 133
U1 1
U2 40
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1045-3830
EI 1939-1560
J9 SCHOOL PSYCHOL QUART
JI Sch. Psychol. Q.
PD DEC
PY 2010
VL 25
IS 4
BP 213
EP 222
DI 10.1037/a0022070
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 707LY
UT WOS:000286289300003
DA 2024-07-19
ER

PT J
AU Antaramian, SP
   Huebner, ES
   Hills, KJ
   Valois, RF
AF Antaramian, Susan P.
   Huebner, E. Scott
   Hills, Kimberly J.
   Valois, Robert F.
TI A Dual-Factor Model of Mental Health: Toward a More Comprehensive
   Understanding of Youth Functioning
SO AMERICAN JOURNAL OF ORTHOPSYCHIATRY
LA English
DT Article
DE middle school students; positive mental health; subjective well-being;
   psychopathology; student engagement; academic achievement; school
   climate
ID LIFE SATISFACTION; STUDENT ENGAGEMENT; SCHOOL; ADOLESCENTS; VALIDATION;
   CHILDREN; SCALE; STATE
AB Traditional mental health models focus on psychological problems and distress; accordingly, health is viewed as the absence of illness or disability. In contrast, a dual-factor model of mental health incorporates both indicators of positive subjective well-being (SWB) and measures of psychopathological symptoms to comprehensively determine an individual's psychological adjustment. This study used such a dual-factor model to measure the mental health status of young adolescents. A total of 764 middle school students were classified into one of four distinct groups based on having high or low psychopathology and high or low SWB. Furthermore, group differences in student engagement, academic achievement, and environmental support for learning were investigated. Results demonstrated the existence of a traditionally neglected group of adolescents (low SWB and low psychopathology) who are nonetheless at risk for academic and behavior problems in school and who performed no better than the most troubled group of adolescents. Overall, both the presence of positive well-being and the absence of symptoms were necessary for ensuring the most advantageous school performance. These results highlight the importance of incorporating positive indicators of well-being along with traditional negative factors in more fully understanding relationships between individuals' mental health and educational outcomes.
C1 [Huebner, E. Scott] Univ S Carolina, Dept Psychol, Columbia, SC 29208 USA.
C3 University of South Carolina System; University of South Carolina
   Columbia
RP Huebner, ES (corresponding author), Univ S Carolina, Dept Psychol, Barnwell Hall 237B, Columbia, SC 29208 USA.
EM huebner@sc.edu
OI Antaramian, Susan/0000-0002-3957-5683
FU American Orthopsychiatric Association; Clemson University Institute on
   Family and Neighborhood Life; International Family Therapy Association;
   International Society for Child Indicators
FX This article is based on a plenary address presented at the Second
   Greenville Family Symposium (cosponsored by the American
   Orthopsychiatric Association, the Clemson University Institute on Family
   and Neighborhood Life, the International Family Therapy Association, and
   the International Society for Child Indicators) at University Center in
   Greenville, SC, in April 2010.
CR Achenbach T. M., 2000, ASEBA preschool forms profiles: An integrated system of multi-informant assessment
   [Anonymous], 2002, HDB POSITIVE PSYCHOL
   [Anonymous], 2021, Constitution
   [Anonymous], CURRENT CONCEPTS POS
   [Anonymous], ENHANCING CHILDRENS
   Appleton JJ, 2008, PSYCHOL SCHOOLS, V45, P369, DOI 10.1002/pits.20303
   Appleton JJ, 2006, J SCHOOL PSYCHOL, V44, P427, DOI 10.1016/j.jsp.2006.04.002
   CAUSEY DL, 1992, J CLIN CHILD PSYCHOL, V21, P47, DOI 10.1207/s15374424jccp2101_8
   Chang L, 2003, INT J BEHAV DEV, V27, P182, DOI 10.1080/01650250244000182
   CSKISZENTMIHALY.M, 2000, BECOMING ADULT TEENA
   Fredricks JA, 2005, SEARCH I SER DEV ATT, P305
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Gilman R, 2003, SCHOOL PSYCHOL QUART, V18, P192, DOI 10.1521/scpq.18.2.192.21858
   Gordon G., 2006, BUILDING ENGAGED SCH
   Greenspoon PJ, 2001, SOC INDIC RES, V54, P81, DOI 10.1023/A:1007219227883
   Gurin G., 1960, Americans view their mental health
   Haranin EC, 2007, J PSYCHOEDUC ASSESS, V25, P127, DOI 10.1177/0734282906295620
   Huebnar E.S., 1994, Psychological Assessment, V6, P149, DOI DOI 10.1037/1040-3590.6.2.149
   Huebner E.S., 2009, OXFORD HDB POSITIVE, V2, P561
   HUEBNER ES, 1993, SOC INDIC RES, V30, P71, DOI 10.1007/BF01080333
   Huebner ES., 1991, School Psychology International, V12, P231, DOI [10.1177/0143034391123010, DOI 10.1177/0143034391123010]
   Keyes CLM, 2005, J CONSULT CLIN PSYCH, V73, P539, DOI 10.1037/0022-006X.73.3.539
   Laurent J, 1999, PSYCHOL ASSESSMENT, V11, P326, DOI 10.1037/1040-3590.11.3.326
   Lewinsohn P., 1991, Subjective well-being, P193
   Lyubomirsky S, 2005, PSYCHOL BULL, V131, P803, DOI 10.1037/0033-2909.131.6.803
   Martin KM, 2007, PSYCHOL SCHOOLS, V44, P199, DOI 10.1002/pits.20216
   *NW EV ASS, NW EV ASS MEAS AC PR
   Park N, 2004, ANN AM ACAD POLIT SS, V591, P25, DOI 10.1177/0002716203260078
   Phelps CER, 2001, J CLIN CHILD PSYCHOL, V30, P240, DOI 10.1207/S15374424JCCP3002_11
   Reschly AL, 2008, PSYCHOL SCHOOLS, V45, P419, DOI 10.1002/pits.20306
   Reynolds C.R., 1992, Behavior Assessment System for Children (BASC)
   Reynolds C.R., 2004, Behavior Assessment System for Children, VSecond
   Sawatzky R, 2009, SOC INDIC RES, V94, P273, DOI 10.1007/s11205-008-9423-4
   Seligman MEP, 2000, AM PSYCHOL, V55, P5, DOI 10.1037/0003-066X.55.1.5
   SELIGMAN MEP, 2005, TREATING PREVENTING, P497
   Sheldon KM, 2005, EUR J PERSONALITY, V19, P97, DOI 10.1002/per.535
   Speilberger C.D., 1973, Preliminary manual for the State-Trait Anxiety Inventory for Children (How I Feel Questionnaire)
   Suldo SM, 2008, SCHOOL PSYCHOL REV, V37, P52
   Suldo SM, 2004, SCHOOL PSYCHOL QUART, V19, P93, DOI 10.1521/scpq.19.2.93.33313
   SULDO SM, OXFORD HDB IN PRESS
   Valois RF, 2004, SOC INDIC RES, V66, P81, DOI 10.1023/B:SOCI.0000007499.19430.2f
   Wilkinson RB, 1998, J YOUTH ADOLESCENCE, V27, P443, DOI 10.1023/A:1022848001938
NR 42
TC 247
Z9 348
U1 16
U2 103
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0002-9432
EI 1939-0025
J9 AM J ORTHOPSYCHIAT
JI Am. J. Orthopsychiatr.
PD OCT
PY 2010
VL 80
IS 4
BP 462
EP 472
DI 10.1111/j.1939-0025.2010.01049.x
PG 11
WC Psychiatry; Social Work
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychiatry; Social Work
GA 666CY
UT WOS:000283089900003
PM 20950287
DA 2024-07-19
ER

PT J
AU Jang, H
   Reeve, J
   Deci, EL
AF Jang, Hyungshim
   Reeve, Johnmarshall
   Deci, Edward L.
TI Engaging Students in Learning Activities: It Is Not Autonomy Support or
   Structure but Autonomy Support and Structure
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE autonomy support; structure; engagement; self-determination theory;
   teacher behavior
ID SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; ACADEMIC ENGAGEMENT;
   TEACHER-BEHAVIOR; MEDIATING ROLE; CLASSROOM; SCHOOL; PERCEPTIONS;
   ACHIEVEMENT; ORIENTATIONS
AB We investigated 2 engagement-fostering aspects of teachers' instructional styles-autonomy support and structure and hypothesized that students' engagement would be highest when teachers provided high levels of both. Trained observers rated teachers' instructional styles and students' behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9-11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students' behavioral engagement, and (c) only autonomy support was a unique predictor of students' self-reported engagement. We discuss, first, how these findings help illuminate the relations between autonomy support and structure as 2 complementary, rather than antagonistic or curvilinear, engagement-fostering aspects of teachers' instructional styles and, second, the somewhat different results obtained for the behavioral versus self-report measures of students' classroom engagement.
C1 [Jang, Hyungshim] Univ Wisconsin, Dept Educ Psychol, Milwaukee, WI 53201 USA.
   [Reeve, Johnmarshall] Korea Univ, Dept Educ, World Class Univ Project Grp, Seoul, South Korea.
   [Deci, Edward L.] Univ Rochester, Dept Psychol, Rochester, NY 14627 USA.
C3 University of Wisconsin System; University of Wisconsin Milwaukee; Korea
   University; University of Rochester
RP Jang, H (corresponding author), Inha Univ, Dept Educ, 325 West Bldg, Inchon 402751, South Korea.
EM hjang@inha.ac.kr
RI Reeve, Johnmarshall/M-2650-2019; Deci, Edward L./Y-4790-2019
OI Reeve, Johnmarshall/0000-0002-6827-293X; Deci, Edward
   L./0000-0001-8246-8536
CR ANDERMAN EM, 1994, REV EDUC RES, V64, P287, DOI 10.3102/00346543064002287
   [Anonymous], 1995, PERCEIVED CONTROL MO, DOI DOI 10.4135/9781483327198
   Assor A, 2002, BRIT J EDUC PSYCHOL, V72, P261, DOI 10.1348/000709902158883
   Brekelmans M., 2000, New Learning, P227
   Brekelmans M., 1989, INTERPERSONAL TEACHE
   Brooks D.M., 1985, THEOR PRACT, V24, P63, DOI DOI 10.1080/00405848509543148
   BROPHY J, 1986, AM PSYCHOL, V41, P1069, DOI 10.1037/0003-066X.41.10.1069
   Brophy J., 1986, HDB RES TEACHING, V3rd
   Brophy J.E., 2006, HDB ED PSYCHOL, V2nd, P755
   Carter K, 2006, HANDBOOK OF CLASSROOM MANAGEMENT: RESEARCH, PRACTICE, AND CONTEMPORARY ISSUES, P373
   Church MA, 2001, J EDUC PSYCHOL, V93, P43, DOI 10.1037//0022-0663.93.1.43
   Connell J.P., 1991, Self processes in development: Minnesota symposium on child psychology, V23, P167
   Daniels H., 1998, METHODS MATTER 6 STR
   de Charms R., 1976, Enhancing motivation: Change in the classroom
   de Charms R., 1984, RES MOTIVATION ED, V1, P275
   DECI EL, 1981, J EDUC PSYCHOL, V73, P642, DOI 10.1037/0022-0663.73.5.642
   Deci EL, 1999, PSYCHOL BULL, V125, P627, DOI 10.1037/0033-2909.125.6.627
   DECI EL, 1994, J PERS, V62, P119, DOI 10.1111/j.1467-6494.1994.tb00797.x
   den Brok P, 2004, SCH EFF SCH IMPROV, V15, P407, DOI 10.1080/09243450512331383262
   DOYLE W, 1986, HDB RES TEACHING, P432
   Doyle W, 2006, HANDBOOK OF CLASSROOM MANAGEMENT: RESEARCH, PRACTICE, AND CONTEMPORARY ISSUES, P97
   EMMER ET, 1980, ELEM SCHOOL J, V80, P219, DOI 10.1086/461192
   EVERTSON CM, 1982, J EDUC PSYCHOL, V74, P485, DOI 10.1037/0022-0663.74.4.485
   EVERTSON CM, 2006, HDB CLASSROOM TNANAG
   Finn JD, 1997, J APPL PSYCHOL, V82, P221, DOI 10.1037/0021-9010.82.2.221
   Fraser B.J., 1994, Handbook of research on science teaching and learning, P493
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Goh SC, 1996, PSYCHOL REP, V79, P515, DOI 10.2466/pr0.1996.79.2.515
   Gottfried AE, 2001, J EDUC PSYCHOL, V93, P3, DOI 10.1037/0022-0663.93.1.3
   GROLNICK WS, 1987, J PERS SOC PSYCHOL, V52, P890, DOI 10.1037/0022-3514.52.5.890
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   HUSTONSTEIN A, 1977, CHILD DEV, V48, P908, DOI 10.2307/1128340
   JANG H, 2009, PRESERVING ENHANCING
   Jang HS, 2008, J EDUC PSYCHOL, V100, P798, DOI 10.1037/a0012841
   Joreskog K.G., 1993, Sage Focus Editions
   Joreskog K.G., 1993, LISREL 8 STRUCTURAL
   Kaplan A, 1999, LEARN INDIVID DIFFER, V11, P187, DOI 10.1016/S1041-6080(00)80005-9
   KOENIGS SS, 1977, J APPL SOC PSYCHOL, V7, P95, DOI 10.1111/j.1559-1816.1977.tb01332.x
   KOESTNER R, 1984, J PERS, V52, P233, DOI 10.1111/j.1467-6494.1984.tb00879.x
   Mageau GA, 2003, J SPORT SCI, V21, P883, DOI 10.1080/0264041031000140374
   Martinez-Pons M, 2002, THEOR PRACT, V41, P126, DOI 10.1207/s15430421tip4102_9
   O'Donnell A.M., 2006, Handbook of educational psychology, V2nd, P781, DOI [DOI 10.4324/9780203874790, http://www.loc.gov/catdir/toc/ecip064/2005035459.html]
   Perlmuter L.C., 1979, CHOICE PERCEIVED CON
   Raudenbush S., 2004, HLM 6: Linear and nonlinear modeling
   Raudenbush S., 2001, HIERARCHICAL LINEAR
   Reeve J, 2006, J EDUC PSYCHOL, V98, P209, DOI 10.1037/0022-0663.98.1.209
   Reeve J, 2004, MOTIV EMOTION, V28, P147, DOI 10.1023/B:MOEM.0000032312.95499.6f
   Reeve J, 2002, MOTIV EMOTION, V26, P183, DOI 10.1023/A:1021711629417
   Reeve J, 2004, RES SOCIOCULT INFLUE, P31
   Reeve J, 2009, EDUC PSYCHOL-US, V44, P159, DOI 10.1080/00461520903028990
   Roeser RW, 1996, J EDUC PSYCHOL, V88, P408, DOI 10.1037/0022-0663.88.3.408
   ROSENHOLTZ SJ, 1984, ELEM SCHOOL J, V85, P21, DOI 10.1086/461389
   Ryan R. M., 2002, HDB SELF DETERMINATI, P3, DOI DOI 10.1111/BJHP.12054
   Ryan RM, 1999, ADV MOTIV A, V11, P45
   Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
   RYAN RM, 1983, J PERS SOC PSYCHOL, V45, P736, DOI 10.1037/0022-3514.45.4.736
   Schuh KL, 2004, TEACH TEACH EDUC, V20, P833, DOI 10.1016/j.tate.2004.09.008
   SCHULTZ RA, 1982, ALBERTA J EDUC RES, V28, P9
   Sierens E, 2009, BRIT J EDUC PSYCHOL, V79, P57, DOI 10.1348/000709908X304398
   Skinner E.A., 1998, Monographs of the Society for Research in Child Development, Serial No. 254, V63
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   Tucker CM, 2002, PSYCHOL SCHOOLS, V39, P477, DOI 10.1002/pits.10038
   Van Tartwijk J, 1998, TEACH TEACH EDUC, V14, P607, DOI 10.1016/S0742-051X(98)00011-0
   Wellborn J. G., 1991, Engaged and dissaffected action: The conceptualization and measurement of motivation in the academic domain
   Wolters CA, 2004, J EDUC PSYCHOL, V96, P236, DOI 10.1037/0022-0663.96.2.236
   WUBBELS T, 1991, INT J INTERCULT REL, V15, P1, DOI 10.1016/0147-1767(91)90070-W
   Wubbels T., 1993, Do you know what you look like? Interpersonal relationships in education, P13
   Wubbels T, 2006, HANDBOOK OF CLASSROOM MANAGEMENT: RESEARCH, PRACTICE, AND CONTEMPORARY ISSUES, P1161
NR 71
TC 842
Z9 1120
U1 12
U2 309
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD AUG
PY 2010
VL 102
IS 3
BP 588
EP 600
DI 10.1037/a0019682
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 640JB
UT WOS:000281046400005
DA 2024-07-19
ER

PT J
AU Bradshaw, CP
   Mitchell, MM
   O'Brennan, LM
   Leaf, PJ
AF Bradshaw, Catherine P.
   Mitchell, Mary M.
   O'Brennan, Lindsey M.
   Leaf, Philip J.
TI Multilevel Exploration of Factors Contributing to the Overrepresentation
   of Black Students in Office Disciplinary Referrals
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Black; office discipline referrals; behavior problems; teachers;
   multilevel modeling
ID AFRICAN-AMERICAN; ELEMENTARY-SCHOOL; PREVENTIVE INTERVENTIONS;
   AGGRESSIVE-BEHAVIOR; ANTISOCIAL-BEHAVIOR; ACADEMIC ENGAGEMENT; TEACHER
   RATINGS; VIOLENCE; PERCEPTIONS; DISORDER
AB Although there is increasing awareness of the overrepresentation of ethic minority students particularly Black students in disciplinary actions, the extant research has rarely empirically examined potential factors that may contribute to these disparities. The current study used a multilevel modeling approach to examine factors at the child (e.g., teacher-rated disruptive behavior problems) and classroom or teacher levels (e.g., teacher ethnicity, level of disruptive behavior in classroom) that may contribute to the overrepresentation of minority students in office disciplinary referrals (ODRs). Data come from 6,988 children in 381 classrooms at 21 elementary schools. The analyses indicated that even after controlling for the student's level of teacher-rated behavior problems, teacher ethnicity, and other classroom factors, Black students were significantly more likely than White students to receive ODRs. Results also suggested that ethnic match between students and their teachers did not reduce the risk for referrals among Black students.
C1 [Bradshaw, Catherine P.] Johns Hopkins Univ, Johns Hopkins Bloomberg Sch Publ Hlth, Dept Mental Hlth, Johns Hopkins Ctr Prevent Youth Violence, Baltimore, MD 21205 USA.
C3 Johns Hopkins University; Johns Hopkins Bloomberg School of Public
   Health
RP Bradshaw, CP (corresponding author), Johns Hopkins Univ, Johns Hopkins Bloomberg Sch Publ Hlth, Dept Mental Hlth, Johns Hopkins Ctr Prevent Youth Violence, 624 N Broadway, Baltimore, MD 21205 USA.
EM cbradsha@jhsph.edu
CR AKAIKE H, 1974, IEEE T AUTOMAT CONTR, VAC19, P716, DOI 10.1109/TAC.1974.1100705
   [Anonymous], 2002, MINORITY STUDENTS SP
   [Anonymous], 2002, GUID MULT ED TRAIN R
   [Anonymous], 2008, RES AFR AM CHILDR AD
   Atkins MS, 2002, J ABNORM CHILD PSYCH, V30, P361, DOI 10.1023/A:1015765924135
   Boykin A.W., 2004, LEARNING ENV J, V7, P227, DOI [10.1007/s10984-004-3294-7, DOI 10.1007/S10984-004-3294-7]
   Bradley CR, 1998, J MULTICULT COUNS D, V26, P273, DOI 10.1002/j.2161-1912.1998.tb00204.x
   Bradshaw CP, 2010, J POSIT BEHAV INTERV, V12, P133, DOI 10.1177/1098300709334798
   DeRidder L.M., 1990, Education Digest, V56, P44
   DeVoe J.F., 2004, NCES 2005-002
   Eitle DJ, 2004, J HEALTH SOC BEHAV, V45, P408, DOI 10.1177/002214650404500404
   Epstein JN, 2005, J CONSULT CLIN PSYCH, V73, P424, DOI 10.1037/0022-006X.73.3.424
   Ford D., 1993, Roeper Review, V16, P78
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Gottfredson D.C., 2001, SCH DELINQUENCY
   Greenwood CR, 2002, SCHOOL PSYCHOL REV, V31, P328
   HAWKINS JD, 1988, AM EDUC RES J, V25, P31, DOI 10.2307/1163158
   Horner RH, 2004, J POSIT BEHAV INTERV, V6, P3, DOI 10.1177/10983007040060010201
   Ialongo N, 2001, J EMOT BEHAV DISORD, V9, P146, DOI 10.1177/106342660100900301
   Ialongo NS, 1999, AM J COMMUN PSYCHOL, V27, P599, DOI 10.1023/A:1022137920532
   Irvin LK, 2006, J POSIT BEHAV INTERV, V8, P10, DOI 10.1177/10983007060080010301
   Koth CW, 2008, J EDUC PSYCHOL, V100, P96, DOI 10.1037/0022-0663.100.1.96
   Koth CW, 2009, MEAS EVAL COUNS DEV, V42, P15, DOI 10.1177/0748175609333560
   Ladson-Billings G., 2002, Improving schools for African American students: A reader for educational leaders, P95
   Ladson-Billings G., 1997, DREAMKEEPERS SUCCESS
   May S., 2003, School- wide information system
   Mendez LMR, 2002, PSYCHOL SCHOOLS, V39, P259, DOI 10.1002/pits.10020
   Monroe C., 2005, CLEARING HOUSE, V79, P45, DOI [https://doi.org/10.3200/TCHS.79.1.45-50, DOI 10.3200/TCHS.79.1.45-50]
   Morrison GM, 2001, PSYCHOL SCHOOLS, V38, P173, DOI 10.1002/pits.1008
   Murray C, 2004, PSYCHOL SCHOOLS, V41, P751, DOI 10.1002/pits.20015
   Neal LVI, 2003, J SPEC EDUC, V37, P49, DOI 10.1177/00224669030370010501
   Nelson JR, 2000, J EMOT BEHAV DISORD, V8, P27, DOI 10.1177/106342660000800104
   PATTERSON GR, 1989, AM PSYCHOL, V44, P329, DOI 10.1037/0003-066X.44.2.329
   Petras H, 2004, J AM ACAD CHILD PSY, V43, P88, DOI 10.1097/00004583-200401000-00018
   PORTES PR, 1986, ADOLESCENCE, V21, P723
   Raudenbush S., 2001, HIERARCHICAL LINEAR
   Roeser RW, 1996, J EDUC PSYCHOL, V88, P408, DOI 10.1037/0022-0663.88.3.408
   Sbarra DA, 2001, PSYCHOL SCHOOLS, V38, P229, DOI 10.1002/pits.1013
   Schaeffer CM, 2006, J CONSULT CLIN PSYCH, V74, P500, DOI 10.1037/0022-006X.74.3.500
   Schaeffer CM, 2003, DEV PSYCHOL, V39, P1020, DOI 10.1037/0012-1649.39.6.1020
   SCHWARZ G, 1978, ANN STAT, V6, P461, DOI 10.1214/aos/1176344136
   Scott TM, 2004, J POSIT BEHAV INTERV, V6, P21, DOI 10.1177/10983007040060010401
   Sheets R.H., 1996, URBAN REV, V28, P165, DOI DOI 10.1007/BF02354383
   Skiba R, 1999, PHI DELTA KAPPAN, V80, P372
   Skiba RJ., 2002, URBAN REV, V34, P317, DOI DOI 10.1023/A:1021320817372
   Sprague J, 2001, PSYCHOL SCHOOLS, V38, P197, DOI 10.1002/pits.1010
   Sugai G, 2000, J EMOT BEHAV DISORD, V8, P94, DOI 10.1177/106342660000800205
   Tabachnick B.G., 2001, Using Multivariate Statistics
   Tobin TJ, 1999, J EMOT BEHAV DISORD, V7, P40, DOI 10.1177/106342669900700105
   Towns D.P., 2001, J NEGRO EDUC, V70, P4
   Townsend BL, 2000, EXCEPT CHILDREN, V66, P381, DOI 10.1177/001440290006600308
   Tyler, 2006, SOC PSYCHOL EDUC, V9, P363, DOI DOI 10.1007/S11218-006-9003-X
   Tyler KM, 2008, EDUC RESEARCHER, V37, P280, DOI 10.3102/0013189X08321459
   Wald J., 2003, NEW DIRECTIONS YOUTH, V99, P9
   Wald J., 2007, Invisible children in the society and its schools, VThird, P23, DOI 10.4324/9781315672823-9/sight-journeyschool-prison-pipeline-pipeline%E2%80%94johannawald-daniel-losen
   Weinstein CS, 2004, J TEACH EDUC, V55, P25, DOI 10.1177/0022487103259812
   WERTHAMERLARSSON L, 1991, AM J COMMUN PSYCHOL, V19, P585, DOI 10.1007/BF00937993
   Wu S., 1982, URBAN REV, V14, P245, DOI [DOI 10.1007/BF02171974, 10.1007/BF02171974]
   [No title captured]
   [No title captured]
   [No title captured]
   [No title captured]
   [No title captured]
   [No title captured]
   [No title captured]
NR 65
TC 219
Z9 448
U1 2
U2 30
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD MAY
PY 2010
VL 102
IS 2
BP 508
EP 520
DI 10.1037/a0018450
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 600HW
UT WOS:000277977100018
DA 2024-07-19
ER

PT J
AU Suárez-Orozco, C
   Gaytán, FX
   Bang, HJ
   Pakes, J
   O'Connor, E
   Rhodes, J
AF Suarez-Orozco, Carola
   Gaytan, Francisco X.
   Bang, Hee Jin
   Pakes, Juliana
   O'Connor, Erin
   Rhodes, Jean
TI Academic Trajectories of Newcomer Immigrant Youth
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE immigrants; adolescence; academic trajectories; mixed methods
ID HIGH-SCHOOL; MIDDLE SCHOOL; FAMILY-STRUCTURE; ACHIEVEMENT; ENGAGEMENT;
   ADOLESCENTS; TRANSITION; RISK; MOBILITY; CONTEXT
AB Immigration to the United States presents both challenges and opportunities that affect students' academic achievement. Using a 5-year longitudinal, mixed-methods approach, we identified varying academic trajectories of newcomer immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some newcomer students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic regressions identified significant group differences in academic trajectories, particularly between the high-achieving youth and the other groups. In keeping with ecological developmental and stage environment fit theories, School Characteristics (school segregation rate, school poverty rate, and student perceptions of school violence), Family Characteristics (maternal education, parental employment, and household structure), and Individual Characteristics (academic English proficiency, academic engagement, psychological symptoms, gender, and 2 age-related risk factors, number of school transitions and being overaged for grade placement) were associated with different trajectories of academic performance. A series of case studies triangulate many of the quantitative findings as well as illuminate patterns that were not detected in the quantitative data. Thus, the mixed-methods approach sheds light on the cumulative developmental challenges that immigrant students face as they adjust to their new educational settings.
C1 [Suarez-Orozco, Carola] NYU, Dept Appl Psychol, New York, NY 10003 USA.
   [Suarez-Orozco, Carola] Inst Adv Study, Princeton, NJ 08540 USA.
   [Gaytan, Francisco X.] NE Illinois Univ, Social Work Program, Chicago, IL 60625 USA.
   [Bang, Hee Jin] William T Grant Fdn, New York, NY USA.
   [Pakes, Juliana] Harvard Univ, Ctr Amer Polit Studies, Cambridge, MA 02138 USA.
   [O'Connor, Erin] NYU, Dept Teaching & Learning, New York, NY 10003 USA.
   [Rhodes, Jean] Univ Massachusetts, Dept Psychol, Boston, MA 02125 USA.
C3 New York University; Institute for Advanced Study - USA; Northeastern
   Illinois University; Harvard University; New York University; University
   of Massachusetts System; University of Massachusetts Boston
RP Suárez-Orozco, C (corresponding author), NYU, Dept Appl Psychol, 246 Greene St, New York, NY 10003 USA.
EM cso2@nyu.edu
CR Alspaugh JW, 1998, J EDUC RES, V92, P20, DOI 10.1080/00220679809597572
   [Anonymous], 2004, ENG SCH FOST HIGH SC
   Bang HJ, 2009, EDUC RES-UK, V51, P1, DOI 10.1080/00131880802704624
   BLECHMAN EA, 1986, J ABNORM PSYCHOL, V95, P223, DOI 10.1037/0021-843X.95.3.223
   Bloom DE, 2004, GLOBALIZATION: CULTURE AND EDUCATION IN THE NEW MILLENNIUM, P56
   Bourdieu Pierre., 1977, REPROD ED SOC CULTUR, DOI DOI 10.2307/1882010
   BRONFENBRENNER U, 1977, AM PSYCHOL, V32, P513, DOI 10.1037/0003-066x.32.7.513
   Bryman A., 1996, SOC SCI RES
   Capps R., 2007, Paying the price: The impact of immigration raids on America's children
   Carhill A, 2008, AM EDUC RES J, V45, P1155, DOI 10.3102/0002831208321443
   Coll CG, 1997, IMMIGRATION AND THE FAMILY, P91
   Coll CTG, 2005, DEVELOPMENTAL PATHWAYS THROUGH MIDDLE CHILDHOOD: RETHINKING CONTEXTS AND DIVERSITY AS RESOURCES, P207
   Conchas G., 2004, ADOLESCENT BOYS, P317
   Cummins J., 1991, LANGUAGE CULTURE COG, P161
   Derogatis L., 1977, SCL 90
   Eccles J.S., 2003, Blackwell handbook of adolescence, P129, DOI DOI 10.1002/9780470756607.CH7
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Foster EM, 2005, DEV PSYCHOL, V41, P827, DOI 10.1037/0012-1649.41.6.827
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Fuligni AJ, 2002, DEV PSYCHOL, V38, P856, DOI 10.1037//0012-1649.38.5.856
   Gandara P., 2008, LATINO ED CRISIS CON
   Gibson-Davis CM, 2008, J MARRIAGE FAM, V70, P452, DOI 10.1111/j.1741-3737.2008.00493.x
   Goldstein A.P., 1997, SCH VIOLENCE INTERVE
   Gonzalez R., 2009, Young Lives On Hold: The College Dreams of Undocumented Students
   Goodenow C., 1993, The Journal of Early Adolescence, V13, P21, DOI [DOI 10.1177/0272431693013001002, 10.1177/0272431693013001002, https://doi.org/10.1177/0272431693013001002]
   Green G, 2008, J SCHOOL PSYCHOL, V46, P393, DOI 10.1016/j.jsp.2007.07.001
   Greenwood CR, 2002, SCHOOL PSYCHOL REV, V31, P328
   Hakuta K., 2000, LONG DOES IT TAKE EN
   Hammersley M., 1996, HDB QUALITATIVE RES, P159
   Hauser RM, 1997, SOCIOL METHODOL, V27, P177, DOI 10.1111/1467-9531.271028
   Hernandez D.J., 1998, GENERATION GENERATIO
   Hernandez D.J., 2007, CHILDREN IMMIGRANT F
   Hilton J.M., 2001, Journal of divorce and remarriage, V35, P29, DOI [DOI 10.1300/J087V35N01_02, 10.1300/J087v35n01_02, 10.1300/J087v35n0102, DOI 10.1300/J087V35N0102]
   Hood L., 2003, Immigrant students, urban high schools: The challenge continues
   KAO G, 1995, SOC SCI QUART, V76, P1
   Kozol Jonathan, 1991, SAVAGE INEQUALITIES
   LANDALE NS, 1995, 9502 MICH STAT U IPP
   Lee S.J., 1996, UNRAVELING MODEL MIN
   Lew J., 2006, ASIAN AMERICANS CLAS
   Li J, 2004, INT J BEHAV DEV, V28, P116, DOI 10.1080/01650250344000325
   Lopez Nancy., 2003, Hopeful Girls, Troubled Boys: Race and Gender Disparity in Urban Education
   Louie V., 2004, COMPELLED EXCEL IMMI
   MADAUS G, 1998, HARV INT C CIV RIGHT
   Magnusson D, 1998, METHODS AND MODELS FOR STUDYING THE INDIVIDUAL, P33
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   Maxwell J. A., 2005, Qualitative research design: An interactive approach, V2nd
   McLoyd V., 1998, STUDYING MINORITY AD
   Mehana M, 2004, CHILD YOUTH SERV REV, V26, P93, DOI 10.1016/j.childyouth.2003.11.004
   Menken K., 2008, English language learners left behind: Standardized testing as language policy
   Miles M. B., 1984, Qualitative data analysis: An expanded sourcebook
   Mittal VA, 2011, PSYCHIAT RES, V189, P158, DOI 10.1016/j.psychres.2011.06.006
   Moss E, 1999, ATTACHMENT DISORGANIZATION, P160
   Munoz-Sandoval A.F., 1998, BILINGUAL VERBAL ABI
   Nagin D, 1999, CHILD DEV, V70, P1181, DOI 10.1111/1467-8624.00086
   Noguera P., 2003, CITY SCH AM DREAM
   O'Connor E, 2007, AM EDUC RES J, V44, P340, DOI 10.3102/0002831207302172
   Orfield G., 2006, RACIAL TRANSFORMATIO
   Perreira KM, 2006, DEMOGRAPHY, V43, P511, DOI 10.1353/dem.2006.0026
   PHELAN P, 1993, RENEGOTIATING CULTURAL DIVERSITY IN AMERICAN SCHOOLS, P52
   Pianta R.C., 1999, Enhancing relationships between children and teachers
   PORTES A, 1993, ANN AM ACAD POLIT SS, V530, P74, DOI 10.1177/0002716293530001006
   Portes A., 2001, LEGACIES STORY IMMIG
   Qin DB, 2008, J YOUTH ADOLESCENCE, V37, P22, DOI 10.1007/s10964-007-9220-4
   Qin-Hilliard Desiree Baolian, 2003, New Dir Youth Dev, P91
   Raudenbush S.W., 2004, Schooling, statistics, and poverty: Can we measure school improvement
   Rhodes J.E., 2002, STAND ME RISKS REWAR
   Ripple CH, 2000, J SCHOOL PSYCHOL, V38, P277, DOI 10.1016/S0022-4405(00)00032-7
   Roeser RW, 1998, J RES ADOLESCENCE, V8, P123, DOI 10.1207/s15327795jra0801_6
   Roffman J., 2003, COMMUNITY YOUTH DEV
   Ruhm CJ, 2004, J HUM RESOUR, V39, P155, DOI 10.2307/3559009
   RUIZDEVELASCO J, 2001, OVER LOOKED UNDERSER
   Rumbaut R.G., 1995, CALIFORNIAS IMMIGRAN, P1
   Rumberger RW, 1998, AM J EDUC, V107, P1, DOI 10.1086/444201
   Ryan R.M., 1994, J EARLY ADOLESCENCE, V14, P226, DOI [10.1177/027243169401400207, DOI 10.1177/027243169401400207]
   SARASON IG, 1990, J SOC CLIN PSYCHOL, V9, P133, DOI 10.1521/jscp.1990.9.1.133
   Seidman E, 1996, AM J COMMUN PSYCHOL, V24, P489, DOI 10.1007/BF02506794
   Singh J. K., 2003, Artificial breeding and reproduction management in buffaloes: compendium of the lectures delivered in the Indian Council of Agricultural Research, Summer School, Central Institute for Research on Buffaloes, Sirsa Road, Hisar, Haryana, India, 10-30 June 2003, P127
   Sirin S.R., 2005, APPL DEV SCI, V9, P5, DOI DOI 10.1207/S1532480XADS0901_2
   STANTONSALAZAR RD, 1995, SOCIOL EDUC, V68, P116, DOI 10.2307/2112778
   Steinberg S.R., 1996, Beyond the classroom: Why school reform has failed and what parents need to do
   Suårez-Orozco C, 2002, FAM PROCESS, V41, P625, DOI 10.1111/j.1545-5300.2002.00625.x
   Suarez-Orozco C., 2004, ADOLESCENT BOYS, P295
   Suarez-Orozco C., 2008, LEARNING NEW LAND IM
   Suarez-Orozco C., 1995, Transformations: Immigration, family life, and achievement motivation among Latino adolescents
   Suarez-Orozco C., 2009, CHILDREN IMMIGRATION
   SUE S, 1990, AM PSYCHOL, V45, P913, DOI 10.1037/0003-066X.45.8.913
   Takeuchi David T, 2007, Res Hum Dev, V4, P49
   THOMSON E, 1994, SOC FORCES, V73, P221, DOI 10.2307/2579924
   Tseng V., 2007, Handbook of Asian American Psychology, V2nd, P102
   Weinstein R.S., 2002, REACHING HIGHER POWE
   Weis L., 2004, WORKING METHOD RES S
   WHITE KR, 1982, PSYCHOL BULL, V91, P461, DOI 10.1037/0033-2909.91.3.461
   White MJ, 2000, SOCIOL FORUM, V15, P671, DOI 10.1023/A:1007515100190
   Woolley ME, 2007, FAM RELAT, V56, P92, DOI 10.1111/j.1741-3729.2007.00442.x
   Yin R.K., 2003, CASE STUDY RES DESIG
NR 95
TC 153
Z9 291
U1 2
U2 63
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
EI 1939-0599
J9 DEV PSYCHOL
JI Dev. Psychol.
PD MAY
PY 2010
VL 46
IS 3
BP 602
EP 618
DI 10.1037/a0018201
PG 17
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 588WO
UT WOS:000277105500005
PM 20438174
DA 2024-07-19
ER

PT J
AU Greenberg, MT
   Bierman, KL
   Coie, JD
   Dodge, KA
   Lochman, JE
   McMahon, RJ
   Pinderhughes, E
AF Greenberg, Mark T.
   Bierman, Karen L.
   Coie, John D.
   Dodge, Kenneth A.
   Lochman, John E.
   McMahon, Robert J.
   Pinderhughes, Ellen
CA Conduct Problems Prevention Res Gr
TI The Effects of a Multiyear Universal Social-Emotional Learning Program:
   The Role of Student and School Characteristics
SO JOURNAL OF CONSULTING AND CLINICAL PSYCHOLOGY
LA English
DT Article
DE prevention; school; aggression; social competence; academic engagement
ID ANTISOCIAL-BEHAVIOR; CLASSROOM ENVIRONMENT; AGGRESSIVE-BEHAVIOR;
   1ST-GRADE CLASSROOM; PREVENTION PROGRAMS; ELEMENTARY-SCHOOL; CHILDREN;
   COMPETENCE; INTERVENTION; OUTCOMES
AB Objective: This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model. Method: The longitudinal analysis involved 2,937 children of multiple ethnicities who remained in the same intervention or control schools for Grades 1, 2, and 3. The study involved a clustered randomized controlled trial involving sets of schools randomized within 3 U.S. locations. Measures assessed teacher and peer reports of aggression, hyperactive disruptive behaviors, and social competence. Beginning in first grade and through 3 successive years, teachers received training and support and implemented the PATHS curriculum in their classrooms. Results: The study examined the main effects of intervention as well as how outcomes were affected by characteristics of the child (baseline level of problem behavior, gender) and by the school environment (student poverty). Modest positive effects of sustained program exposure included reduced aggression and increased prosocial behavior (according to both teacher and peer report) and improved academic engagement (according to teacher report). Peer report effects were moderated by gender, with significant effects only for boys. Most intervention effects were moderated by school environment, with effects stronger in less disadvantaged schools, and effects on aggression were larger in students who showed higher baseline levels of aggression. Conclusions: A major implication of the findings is that well-implemented multiyear social emotional learning programs can have significant and meaningful preventive effects on the population-level rates of aggression, social competence, and academic engagement in the elementary school years.
C1 [Greenberg, Mark T.] Penn State Univ, Prevent Res Ctr, Dept Human Dev & Family Studies, University Pk, PA 16802 USA.
   [Bierman, Karen L.] Penn State Univ, Dept Psychol, University Pk, PA 16802 USA.
   [Coie, John D.] Duke Univ, Dept Psychol, Durham, NC 27706 USA.
   [Dodge, Kenneth A.] Duke Univ, Ctr Child & Family Policy, Durham, NC 27706 USA.
   [Lochman, John E.] Univ Alabama, Dept Psychol, Tuscaloosa, AL 35487 USA.
   [McMahon, Robert J.] Univ Washington, Dept Psychol, Seattle, WA 98195 USA.
   [Pinderhughes, Ellen] Tufts Univ, Dept Child Dev, Medford, MA 02155 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park; Pennsylvania Commonwealth System of Higher Education
   (PCSHE); Pennsylvania State University; Pennsylvania State University -
   University Park; Duke University; Duke University; University of Alabama
   System; University of Alabama Tuscaloosa; University of Washington;
   University of Washington Seattle; Tufts University
RP Greenberg, MT (corresponding author), Penn State Univ, Prevent Res Ctr, Dept Human Dev & Family Studies, Henderson S-112, University Pk, PA 16802 USA.
EM mxg47@psu.edu
OI McMahon, Robert/0000-0002-4034-5818
FU NIDA NIH HHS [K05 DA015226, K05DA15226] Funding Source: Medline; NIMH
   NIH HHS [R01 MH62988, R18 MH050953, R18 MH50951, K05MH00797, R18
   MH050952, R01 MH062988, R18 MH50952, R18 MH50953, R01 MH050953, K05
   MH000797, R18 MH48403, R18 MH050951] Funding Source: Medline
CR Aber JL, 1998, DEV PSYCHOPATHOL, V10, P187, DOI 10.1017/S0954579498001576
   Achenbach T. M., 1991, Manual for the youth self-report and 1991 profile
   [Anonymous], 1999, J Consult Clin Psychol, V67, P631
   [Anonymous], PROMOTING ALTERNATIV
   [Anonymous], 1992, Development and Psychopathology, V4, P505
   Barth JM, 2004, J SCHOOL PSYCHOL, V42, P115, DOI 10.1016/j.jsp.2003.11.004
   Battistich V., 1989, J APPL DEV PSYCHOL, V10, P147, DOI 10.1016/0193-3973(89)90002-6
   BEELMANN A, 1994, J CLIN CHILD PSYCHOL, V23, P260, DOI 10.1207/s15374424jccp2303_4
   Bierman KL, 2007, J AM ACAD CHILD PSY, V46, P1250, DOI 10.1097/chi.0b013e31813e5d39
   Bierman KL, 2004, J CLIN CHILD ADOLESC, V33, P650, DOI 10.1207/s15374424jccp3304_1
   Bierman KL, 2000, ADDICT BEHAV, V25, P913
   Bierman KL, 1999, J CONSULT CLIN PSYCH, V67, P648
   BOIVIN M, 1995, J PERS SOC PSYCHOL, V69, P269, DOI 10.1037/0022-3514.69.2.269
   CAPLAN M, 1992, J CONSULT CLIN PSYCH, V60, P56, DOI 10.1037/0022-006X.60.1.56
   Colder CR, 2000, AM J COMMUN PSYCHOL, V28, P83, DOI 10.1023/A:1005194413796
   Collaborative for Academic Social and Emotional Learning, 2003, SAF SOUND ED LEAD GU
   *COND PROBL PREV R, 1998, TECHN REP SOC HLTH P
   Condon DJ, 2002, GEOLOGY, V30, P35, DOI 10.1130/0091-7613(2002)030<0035:NGRIOA>2.0.CO;2
   Cuijpers P, 2003, AM J PSYCHIAT, V160, P1385, DOI 10.1176/appi.ajp.160.8.1385
   Denham S.A., 1987, J APPL DEV PSYCHOL, V8, P391, DOI [10.1016/0193-3973(87)90029-3, DOI 10.1016/0193-3973(87)90029-3]
   Dodge KA, 2003, DEV PSYCHOL, V39, P349, DOI 10.1037/0012-1649.39.2.349
   Dolan L.J., 1993, J APPL DEV PSYCHOL, V14, P317, DOI [DOI 10.1016/0193-3973(93)90013-L, 10.1016/0193-3973(93)90013-L]
   Durlak J. A., CHILD DEV IN PRESS
   Elias M J, 1995, J Prim Prev, V16, P5, DOI 10.1007/BF02407230
   ELIAS MJ, 1998, FOSTERING KNOWLEDGEA
   Eron L, 2002, J CONSULT CLIN PSYCH, V70, P179, DOI 10.1037//0022-006X.70.1.179
   Greenberg M.T., 1990, Rochester symposium on developmental psychopathology, V2, P21
   Greenberg M.T., 1993, PROMOTING SOCIAL EMO
   GREENBERG MT, 1995, DEV PSYCHOPATHOL, V7, P117, DOI 10.1017/S0954579400006374
   Greenberg MT, 2003, AM PSYCHOL, V58, P466, DOI 10.1037/0003-066X.58.6-7.466
   Greenberg P, 1998, J Deaf Stud Deaf Educ, V3, P49
   Grossman DC, 1997, JAMA-J AM MED ASSOC, V277, P1605, DOI 10.1001/jama.277.20.1605
   Hahn R, 2007, AM J PREV MED, V33, pS114, DOI 10.1016/j.amepre.2007.04.012
   Hughes JN, 2005, J CONSULT CLIN PSYCH, V73, P731, DOI 10.1037/0022-006X.73.4.731
   Kam Chi-Ming, 2003, Prev Sci, V4, P55, DOI 10.1023/A:1021786811186
   KAZDIN AE, 1993, DEV PSYCHOPATHOL, V5, P277, DOI 10.1017/S0954579400004399
   Kellam S.G., 1992, PREVENTING ANTISOCIA, P162
   Kellam SG, 1998, DEV PSYCHOPATHOL, V10, P165, DOI 10.1017/S0954579498001564
   KUSCHE CA, 1995, PATHS CURRICULUM
   LOCHMAN JE, 1995, J CONSULT CLIN PSYCH, V63, P549, DOI 10.1037/0022-006X.63.4.549
   LOEBER R, 1990, CLIN PSYCHOL REV, V10, P1, DOI 10.1016/0272-7358(90)90105-J
   Lösel F, 2003, ANN AM ACAD POLIT SS, V587, P84, DOI 10.1177/0002716202250793
   McLoyd VC, 1998, AM PSYCHOL, V53, P185, DOI 10.1037/0003-066X.53.2.185
   MOFFITT TE, 1993, PSYCHOL REV, V100, P674, DOI 10.1037/0033-295X.100.4.674
   Mrazek PJ., 1994, REDUCING RISKS MENTA
   ODONNELL J, 1995, AM J ORTHOPSYCHIAT, V65, P87, DOI 10.1037/h0079598
   [Peters R.D. Bierman K. L. Greenberg M. T. Conduct Problems Prevention Research Group Bierman K. L. Greenberg M. T. Conduct Problems Prevention Research Group], 1996, BANF INT BEHAV SER, P65
   [Peters R.D. McMahon R. J. Slough N. Conduct Problems Prevention Research Group McMahon R. J. Slough N. Conduct Problems Prevention Research Group], 1996, BANF INT BEHAV SER, P90
   [Putallaz M. Bierman K. L. Bruschi C. Domitrovich C. Fang G. Y. Miller-Johnson S. the Conduct Problems Prevention Research Group Bierman K. L. Bruschi C. Domitrovich C. Fang G. Y. Miller-Johnson S. the Conduct Problems Prevention Research Group], 2004, AGGRESSION ANTISOCIA, P137
   Rabe-Hesketh S, 2004, GLLAMM Manual-Technical Report 160
   Riggs NR, 2006, PREV SCI, V7, P91, DOI 10.1007/s11121-005-0022-1
   RUTTER M, 1983, CHILD DEV, V54, P1
   Snyder J., 2002, ANTISOCIAL BEHAV CHI, P101, DOI DOI 10.1037/10468-005
   Stormshak EA, 1999, CHILD DEV, V70, P169, DOI 10.1111/1467-8624.00013
   *US DEP ED, 2001, PUBL EL SEC SCH UN S
   Weisberg R., 1989, PRIMARY PREVENTION P, P255, DOI DOI 10.1037/0022-006X.65.1.93
   WEISSBERG RP, 1988, YALE NEW HAVEN MIDDL
   WERTHAMERLARSSON L, 1991, AM J COMMUN PSYCHOL, V19, P585, DOI 10.1007/BF00937993
NR 58
TC 239
Z9 389
U1 3
U2 129
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-006X
EI 1939-2117
J9 J CONSULT CLIN PSYCH
JI J. Consult. Clin. Psychol.
PD APR
PY 2010
VL 78
IS 2
BP 156
EP 168
DI 10.1037/a0018607
PG 13
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA 582CK
UT WOS:000276572800003
PM 20350027
OA Green Accepted
DA 2024-07-19
ER

PT J
AU Horner, RH
   Sugai, G
   Anderson, CM
AF Horner, Robert H.
   Sugai, George
   Anderson, Cynthia M.
TI Examining the Evidence Base for School-Wide Positive Behavior Support
SO FOCUS ON EXCEPTIONAL CHILDREN
LA English
DT Article
ID PREVENTING ANTISOCIAL-BEHAVIOR; INCREASE ACADEMIC ENGAGEMENT; 1ST STEP;
   EARLY INTERVENTION; TARGETED INTERVENTION; ELEMENTARY; IMPLEMENTATION;
   DISCIPLINE; STUDENTS; SUCCESS
C1 [Horner, Robert H.] Univ Oregon, Dept Special Educ, Eugene, OR 97403 USA.
   [Sugai, George] Univ Connecticut, Dept Special Educ, Storrs, CT 06269 USA.
C3 University of Oregon; University of Connecticut
RP Horner, RH (corresponding author), Univ Oregon, Dept Special Educ, Eugene, OR 97403 USA.
CR Adelman HS, 2003, J EDUC PSYCHOL CONS, V14, P1, DOI 10.1207/S1532768XJEPC1401_01
   Algozzine B, 2009, ISSUES CLIN CHILD PS, P521, DOI 10.1007/978-0-387-09632-2_22
   ALGOZZINE R, WHAT COMES IN PRESS
   Anderson AR, 2004, J SCHOOL PSYCHOL, V42, P95, DOI 10.1016/j.jsp.2004.01.002
   ANDERSON C, FUNCTION BA IN PRESS
   ANDERSON C, BEHAV ANAL IN PRESS
   Anderson C., 2008, Individual student systems evaluation tool. OSEP TA-Center on Positive Behavioral Interventions and Supports
   [Anonymous], 2003, ID IMPL ED PRACT SUP
   [Anonymous], 2002, SCI RES ED, DOI DOI 10.17226/10236
   Barrett SB, 2008, J POSIT BEHAV INTERV, V10, P105, DOI 10.1177/1098300707312541
   Beard KY, 2004, BEHAV DISORDERS, V29, P396, DOI 10.1177/019874290402900407
   Biglan A, 1995, J APPL BEHAV ANAL, V28, P479, DOI 10.1901/jaba.1995.28-479
   Blonigen BA, 2008, J POSIT BEHAV INTERV, V10, P5, DOI 10.1177/1098300707311366
   Bohanon-Edmonson H., 2004, Positive behavior support in high schools: Monograph from the 2004 Illinois high school forum of positive behavioral interventions and supports. OSEP Center on Positive Behavioral Interventions and Supports
   Bradshaw C., 2008, EDUC TREAT CHILD, V31, P1, DOI [DOI 10.1353/ETC.0.0025, 10.1353/etc.0.0025]
   Bradshaw CP, 2009, J POSIT BEHAV INTERV, V11, P145, DOI 10.1177/1098300708319126
   Bradshaw CP, 2009, PREV SCI, V10, P100, DOI 10.1007/s11121-008-0114-9
   Bradshaw CP, 2008, SCHOOL PSYCHOL QUART, V23, P462, DOI 10.1037/a0012883
   BRADSHAW CP, J POSITIVE IN PRESS
   Brooks A, 2003, J POSIT BEHAV INTERV, V5, P144, DOI 10.1177/10983007030050030301
   Burke MD, 2003, LEARN DISABILITY Q, V26, P15, DOI 10.2307/1593681
   Campbell A, 2008, BEHAV DISORDERS, V33, P233
   Carnine D, 1997, EXCEPT CHILDREN, V63, P513, DOI 10.1177/001440299706300406
   Carr E.G., 1999, American Association on Mental Retardation Monograph Series
   Carter DR, 2007, J POSIT BEHAV INTERV, V9, P229, DOI 10.1177/10983007070090040501
   Chafouleas SM, 2007, SCHOOL PSYCHOL REV, V36, P63
   Chafouleas SM, 2007, J POSIT BEHAV INTERV, V9, P30, DOI 10.1177/10983007070090010401
   CHILDS KE, 1994, J APPL BEHAV ANAL, V27, P7, DOI 10.1901/jaba.1994.27-7
   COFFEY J, 2010, SUSTAINABILITY UNPUB
   COLVIN G, 1993, CHILDREN */* ED TREA, V16, P361
   Colvin G., 2000, J POSIT BEHAV INTERV, V2, P251, DOI [10.1177/109830070000200414, DOI 10.1177/109830070000200414]
   Crone D.A., 2010, The Guilford practical intervention in the school's series. Responding to problem behavior in schools: The Behavior Education Program, V2nd
   Crone D.A., 2004, The Guilford practical intervention in the schools series. Responding to problem behavior in schools: The Behavior Education Program
   Crone DA, 2007, J POSIT BEHAV INTERV, V9, P15, DOI 10.1177/10983007070090010301
   Didden R, 1997, AM J MENT RETARD, V101, P387
   DOOLITTLE JH, 2006, THESIS U OREOGN
   Ervin RA, 1998, J APPL BEHAV ANAL, V31, P65, DOI 10.1901/jaba.1998.31-65
   Ervin RA, 2000, BEHAV DISORDERS, V25, P344
   Fairbanks S, 2007, EXCEPT CHILDREN, V73, P288, DOI 10.1177/001440290707300302
   Fixen D.L., 2005, IMPLEMENTATION RES S
   Fixsen D.L., 2009, Scaling up evidence-based practices in education
   FLANNERY KB, 2010, IMPLEMENTING SCH WID
   Flay BR, 2005, PREV SCI, V6, P151, DOI 10.1007/s11121-005-5553-y
   FUCHS LS, 1986, SCHOOL PSYCHOL REV, V15, P318
   Golly AM, 1998, J EMOT BEHAV DISORD, V6, P243, DOI 10.1177/106342669800600406
   GOTTFREDSON DC, 1993, AM EDUC RES J, V30, P179, DOI 10.2307/1163194
   Grow L.L., 2009, Journal of Evidence-Based Practices for Schools, V10, P70
   Hawken L., 2003, Journal of Behavioral Education, V12, P225, DOI [DOI 10.1023/A:1025512411930, 10.1023/A:1025512411930]
   Hawken LS, 2007, J POSIT BEHAV INTERV, V9, P94, DOI 10.1177/10983007070090020601
   Hawken LS, 2006, SCHOOL PSYCHOL QUART, V21, P91, DOI 10.1521/scpq.2006.21.1.91
   Hawkins J., 1998, Violence in American schools: A new perspective, P188
   Horner RH, 2005, EXCEPT CHILDREN, V71, P165, DOI 10.1177/001440290507100203
   Horner RH, 2004, J POSIT BEHAV INTERV, V6, P3, DOI 10.1177/10983007040060010201
   Horner RH, 2009, J POSIT BEHAV INTERV, V11, P133, DOI 10.1177/1098300709332067
   Ingram K, 2005, J POSIT BEHAV INTERV, V7, P224, DOI 10.1177/10983007050070040401
   Irvin LK, 2006, J POSIT BEHAV INTERV, V8, P10, DOI 10.1177/10983007060080010301
   Irvin LK, 2004, J POSIT BEHAV INTERV, V6, P131, DOI 10.1177/10983007040060030201
   IWATA BA, 1994, J APPL BEHAV ANAL, V27, P197, DOI 10.1901/jaba.1994.27-197
   Kaufman JS, 2010, J POSIT BEHAV INTERV, V12, P44, DOI 10.1177/1098300708329710
   Kellam SG, 1998, ADVERSITY, STRESS AND PSYCHOPATHOLOGY, P486
   KERN L, 2004, CHILDREN */* ED TREA, V27, P440
   Knoff HM, 2000, PSYCHOL SCHOOLS, V37, P17, DOI 10.1002/(SICI)1520-6807(200001)37:1<17::AID-PITS3>3.3.CO;2-B
   KRATOCHWILL TR, WHAT WORKS IN PRESS
   Lehr CA, 2003, SCHOOL PSYCHOL REV, V32, P342
   Lohrmann-O'Rourke S., 2000, Journal of Positive Behavior Interventions, V2, P238
   Lucyshyn JM, 2007, J POSIT BEHAV INTERV, V9, P131, DOI 10.1177/10983007070090030201
   Luiselli J.K., 2005, EDUC PSYCHOL-UK, V25, P183, DOI [DOI 10.1080/0144341042000301265, 10.1080/0144341042000301265]
   Luiselli JK, 2002, J POSIT BEHAV INTERV, V4, P182, DOI 10.1177/10983007020040030701
   Maguin E., 1996, J BEHAV EDUC, V6, P405, DOI DOI 10.1007/BF02110514
   March RE, 2002, J EMOT BEHAV DISORD, V10, P158, DOI 10.1177/10634266020100030401
   Mayer GR, 1995, J APPL BEHAV ANAL, V28, P467, DOI 10.1901/jaba.1995.28-467
   MAYER GR, 1979, PERS GUID J, V57, P436, DOI 10.1002/j.2164-4918.1979.tb05431.x
   McCurdy BL, 2007, PREV SCH FAIL, V51, P12, DOI 10.3200/PSFL.51.3.12-19
   McIntosh K, 2008, J POSIT BEHAV INTERV, V10, P243, DOI 10.1177/1098300708318961
   McIntosh K, 2006, SCHOOL PSYCHOL REV, V35, P275
   McIntosh K, 2006, J POSIT BEHAV INTERV, V8, P146, DOI 10.1177/10983007060080030301
   McIntosh K, 2009, ISSUES CLIN CHILD PS, P327, DOI 10.1007/978-0-387-09632-2_14
   METZLER CW, 2001, CHILDREN */* ED TREA, V24, P448
   Muscott HS, 2008, J POSIT BEHAV INTERV, V10, P190, DOI 10.1177/1098300708316258
   Nelson J.R., 2008, Schoolwide prevention models: Lessons learned in elementary schools, P61
   Nelson J.R., 2000, The Think Time strategy for schools
   Nelson JR, 1998, J EMOT BEHAV DISORD, V6, P153, DOI 10.1177/106342669800600303
   Nelson JR, 1996, J EMOT BEHAV DISORD, V4, P147, DOI 10.1177/106342669600400302
   Nelson JR, 2002, J EMOT BEHAV DISORD, V10, P136
   Newcomer LL, 2004, J EMOT BEHAV DISORD, V12, P168, DOI 10.1177/10634266040120030401
   Preciado JA, 2009, J SPEC EDUC, V42, P227, DOI 10.1177/0022466907313350
   Rodriguez BJ, 2009, BEHAV ANAL PRACT, V2, P11
   Safran SP, 2006, J POSIT BEHAV INTERV, V8, P3, DOI 10.1177/10983007060080010201
   Safran SP, 2003, EXCEPT CHILDREN, V69, P361, DOI 10.1177/001440290306900307
   SAILOR W, 2009, HDB CLIN CHILD PSYCH
   Scott TM, 2009, ISSUES CLIN CHILD PS, P421, DOI 10.1007/978-0-387-09632-2_18
   Scotti J.R., 1996, J ASSOC PERS SEVERE, V21, P123
   Shadish W.R., 2008, Evidence-Based Communication Assessment and Intervention, V2, P188, DOI 10.1080/17489530802581603
   SHINN MR, 2002, INTERVENTIONS ACAD B, V2
   SINCLAIR MF, 1998, EXCEPT CHILDREN, P65
   Smith B.W., 2000, J POSITIVE BEHAV INT, V2, P208, DOI DOI 10.1177/109830070000200405
   Sprague J., 1995, The Oregon school safety survey
   Sprague J.R., 2002, Education and Treatment of Children, V24, P495
   Sprague J, 2009, J POSIT BEHAV INTERV, V11, P208, DOI 10.1177/1098300708330935
   Sprick R., 1998, Champs: A proactive and positive approach to classroom management
   Sugai G., 2009, School-Wide Positive Behavior Support and Response to Intervention
   Sugai G., 1999, Developing positive behavioral support for students with challenging behaviors, P15
   Sugai G., 2001, The school-wide assessment tool
   SWAMINATHAN H, I ED SCI IN PRESS
   Taylor-Greene S.J., 1997, J BEHAV EDUC, V7, P99, DOI DOI 10.1023/A:1022849722465
   Todd AW, 2008, J POSIT BEHAV INTERV, V10, P46, DOI 10.1177/1098300707311369
   VERDUGO R, 1999, SOCIETY */* ED URBAN, V31, P286
   Walker HM, 2009, J EMOT BEHAV DISORD, V17, P197, DOI 10.1177/1063426609341645
   Walker HM, 1998, J EMOT BEHAV DISORD, V6, P66, DOI 10.1177/106342669800600201
   Walker HM, 1996, J EMOT BEHAV DISORD, V4, P194, DOI 10.1177/106342669600400401
   WILCZYNSKI S, 2009, FINDINGS CONCLUSIONS
   Wilson DB, 2001, J QUANT CRIMINOL, V17, P247, DOI 10.1023/A:1011050217296
NR 112
TC 285
Z9 382
U1 1
U2 39
PU LOVE PUBLISHING  COMPANY
PI DENVER
PA 9101 EAST KENYON AVENUE, STE 2200, DENVER, CO 80237 USA
SN 0015-511X
J9 FOCUS EXCEPT CHILD
JI Focus Except. Child
PD APR
PY 2010
VL 42
IS 8
BP 1
EP 14
PG 14
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 672UH
UT WOS:000283611900001
DA 2024-07-19
ER

PT J
AU Middleton, J
AF Middleton, Jennie
TI Sense and the city: exploring the embodied geographies of urban walking
SO SOCIAL & CULTURAL GEOGRAPHY
LA English
DT Article
DE walking; senses; embodiment; the city; pedestrian policy
ID ENVIRONMENTS; EXPERIENCES; POLICY; DIARY; MOBILITIES; LANDSCAPE;
   RELEVANCE; WORLDS; SPACE; SELF
AB Within UK pedestrian policy, walking is promoted as a sustainable mode of transport that benefits both the body and mind. However, much policy discussion assumes all walking to be the same and a largely self-evident means of transport, whilst many academic engagements with walking are highly abstract theorisations that lack any systematic empirical exploration of actual pedestrian practices. As such, there is little that unpacks the experiences of those who navigate, negotiate, and traverse the city streets in their day-to-day lives. In contrast, this paper aims to situate and understand the practice of everyday walking in the unfolding experiences of urban pedestrians. Walking is positioned and understood as a socio-technical assemblage that enables specific attention to be drawn to the embodied, material and technological relations and their significance for engaging with everyday urban movements on foot. The analysis draws upon in-depth interview and walking photo diary data from participants in the inner London boroughs of Islington and Hackney. Particular analytic attention to the different styles and conventions of urban walking and how these are intimately linked to bodily senses and the materiality of the city provides an opportunity for creating an increased engagement between urban and pedestrian policy and urban and social theory.
C1 Univ Plymouth, Dept Geog Earth & Environm Sci, Plymouth PL4 8AA, Devon, England.
C3 University of Plymouth
RP Middleton, J (corresponding author), Univ Plymouth, Dept Geog Earth & Environm Sci, Plymouth PL4 8AA, Devon, England.
EM jennie.middleton@plymouth.ac.k
FU ESRC [ES/E016383/1] Funding Source: UKRI
CR Adams M., 2007, The Senses and Society, V2, P133, DOI [10.2752/174589307x203047, DOI 10.2752/174589307X203047, https://doi.org/10.2752/174589307X203047]
   Adams Mags., 2007, SENSES SOC, V2, P201, DOI DOI 10.2752/174589307X203092
   Amin Ash., 2002, CITIES REIMAGINING U
   Arun Saldanha Arun Saldanha, 2002, Tourist Studies, V2, P43, DOI 10.1177/1468797602002001096
   Bassett K, 2004, J GEOGR HIGHER EDUC, V28, P397, DOI 10.1080/0309826042000286965
   Bell David., 2001, Pleasure Zones: Bodies, Cities, Spaces, P84
   BENJAMIN W, 1983, PASSAGEN WERK, P524
   Bergson Henri., 1998, Creative Evolution, DOI DOI 10.5962/BHL.TITLE.166289
   Binnie J, 2007, SOC CULT GEOGR, V8, P165, DOI 10.1080/14649360701360048
   Bissell D., 2007, Mobilities, V2, P277, DOI [https://doi.org/10.1080/17450100701381581, DOI 10.1080/17450100701381581]
   Bissell D, 2010, ENVIRON PLANN D, V28, P270, DOI 10.1068/d3909
   Bissell D, 2009, SOC CULT GEOGR, V10, P173, DOI 10.1080/14649360802652137
   Bissell D, 2009, T I BRIT GEOGR, V34, P42, DOI 10.1111/j.1475-5661.2008.00326.x
   Borden Iain., 2001, The Unknown City, P178
   BROG W, 2001, P AUSTR WALK 21 CENT, P69
   Brown G, 2008, GEOGR COMPASS, V2, P1215, DOI 10.1111/j.1749-8198.2008.00127.x
   Butler R, 1997, ENVIRON PLANN D, V15, P411, DOI 10.1068/d150411
   Butler T., 1996, RISING E REGENERATIO
   Butler T., 2003, LONDON CALLING MIDDL
   Careri Francesco., 2002, Walkscapes: Walking as an Aesthetic Practice
   Cervero R., 1996, Transport Policy, V3, P127, DOI [DOI 10.1016/0967-070X, https://doi.org/10.1016/0967-070X(96)00016-9, DOI 10.1016/0967-070X(96)00016-9]
   Crane R, 1998, TRANSPORT RES D-TR E, V3, P225, DOI 10.1016/S1361-9209(98)00001-7
   Crary Jonathan., 1999, SUSPENSIONS PERCEPTI
   Cresswell T., 2002, ENGAGING FILM, P1
   Cresswell T, 2010, ENVIRON PLANN D, V28, P17, DOI 10.1068/d11407
   Davidson J, 2000, AREA, V32, P31, DOI 10.1111/j.1475-4762.2000.tb00112.x
   Davidson J, 2000, SOCIOL HEALTH ILL, V22, P640, DOI 10.1111/1467-9566.00224
   *DCLG, 2008, EC LIV GREEN FUT PRO
   *DCLG, 2009, EC DRAFT PLANN POL S
   *DCLG, 2007, IMPR RES AR
   de Certeau Michel, 1984, The Practice of Everyday Life
   DeBord Guy., 1967, Society of the Spectacle
   Degan MM, 2008, ROUTL STUD HUM GEOGR, P1
   Degen M, 2008, ENVIRON PLANN A, V40, P1901, DOI 10.1068/a39208
   *DEP ENV TRANSP RE, 2000, TOWNS CIT FUT DEL UR
   *DEP ENV TRANSP RE, 1999, URB REN FIN REP URB
   *DEP TRANSP, 2008, NAT TRAV SURV 2007
   Department for Transport, 2004, WALK CYCL ACT PLAN
   Department of Transport, 2009, NAT TRAV SURV 2008
   DESYLASS J, 2003, CASA WORKING PAPER S, V62
   Edensor Tim., 2000, Body and Society, V6, P81, DOI [DOI 10.1177/1357034X00006003005, https://doi.org/10.1177/1357034X00006003005]
   Edwards Derek., 1997, DISCOURSE COGNITION, DOI DOI 10.1177/0261927X231185751
   Elden Stuart., 2004, Henri Lefebvre's Rythmanalysis: Space, Time, and Everyday Life, pvii
   Feld S., 2005, Empire of the senses: The sensual culture reader, P179
   Feld Steven., 1996, SENSES PLACE
   *GEHL ARCH, 2004, FIN CIT PEOPL PUBL S
   Gemzoe L., 2001, WORLD TRANSPORT POLI, V7, P19
   Gleeson Brendan., 1999, Geographies of Disability
   Grosz ElizabethA., 1994, VOLATILE BODIES
   Horton D, 2005, TIME SOC, V14, P157, DOI 10.1177/0961463X0501400105
   Hubbard P, 2006, KEY IDEAS GEOGR, P1
   Imrie R, 2004, URBAN GEOGR, V25, P697, DOI 10.2747/0272-3638.25.8.697
   Imrie R, 2000, DISABIL SOC, V15, P5, DOI 10.1080/09687590025748
   Imrie R, 2003, ENVIRON PLANN D, V21, P47, DOI 10.1068/d271t
   Imrie R., 2006, ACCESSIBLE HOUSING Q
   Ingold T, 2004, J MAT CULT, V9, P315, DOI 10.1177/1359183504046896
   Jacobs Jane., 1972, DEATH LIFE GREAT AM
   Jacobs JM, 2007, URBAN STUD, V44, P609, DOI 10.1080/00420980601131910
   Johnsen S, 2008, AREA, V40, P194, DOI 10.1111/j.1475-4762.2008.00801.x
   Jones P, 2005, SOC CULT GEOGR, V6, P813, DOI 10.1080/14649360500353046
   Latham A, 2003, ENVIRON PLANN A, V35, P1993, DOI 10.1068/a3587
   Latour B., 2005, Thinking Time, P173
   Latour B., 2005, Reassembling the Social: An Introduction to Actor Network Theory
   Latour Bruno., 1998, PARIS VILLE INVISIBL
   Laurier E, 2004, THEOR CULT SOC, V21, P261, DOI 10.1177/0263276404046070
   Laurier E, 2003, ENVIRON PLANN D, V21, P85, DOI 10.1068/d341
   Laurier E., 2006, MIND CULT ACT, V13, P2, DOI [https://doi.org/10.1207/s15327884mca1301_2, DOI 10.1207/]
   Laurier E, 2006, AREA, V38, P353, DOI 10.1111/j.1475-4762.2006.00712.x
   Leder D., 1990, The absent body
   Lefebvre H., 2004, Rhythmanalysis : space, time, and everyday life
   Leyden KM, 2003, AM J PUBLIC HEALTH, V93, P1546, DOI 10.2105/AJPH.93.9.1546
   Longhurst R, 1996, AREA, V28, P143
   LORIMER H, 2008, WAYS WALKING ETHNOGR, P185
   Lund H, 2002, J PLAN EDUC RES, V21, P301, DOI 10.1177/0739456X0202100307
   Macpherson H, 2009, ENVIRON PLANN A, V41, P1042, DOI 10.1068/a40365
   Markusen A, 1999, REG STUD, V33, P869, DOI 10.1080/00343409950075506
   Martin R, 2001, PROG HUM GEOG, V25, P189, DOI 10.1191/030913201678580476
   Mason J, 2009, QUAL RES, V9, P587, DOI 10.1177/1468794109343628
   McGrath L., 2008, Emotion, Space and Society, V1, P56, DOI DOI 10.1016/J.EMOSPA.2008.08.003
   Michael Mike., 2000, BODY SOC, V6, P107, DOI DOI 10.1177/1357034X00006003006
   Middleton D., 2005, SOCIAL PSYCHOL EXPER
   MIDDLETON J, 2008, THESIS U LONDON
   Middleton J, 2009, ENVIRON PLANN A, V41, P1943, DOI 10.1068/a41170
   Morris B, 2004, CULT STUD, V18, P675, DOI 10.1080/0950238042000260351
   Moss P., 2002, WOMEN BODY ILLNESS S
   Negrin L, 1999, THEOR CULT SOC, V16, P99, DOI 10.1177/02632769922050638
   *OFF DEP PRIM MIN, 2002, LIV PLAC CLEAN SAF G
   Pain R, 2001, URBAN STUD, V38, P899, DOI 10.1080/00420980120046590
   Pallasma Juhani., 2005, EYES SKIN ARCHITECTU
   Parr H, 1999, ENVIRON PLANN D, V17, P673, DOI 10.1068/d170673
   Phillips A, 2005, CULT GEOGR, V12, P507, DOI 10.1191/1474474005eu342xx
   Pile S., 2005, Real Cities: Cities, Modernity, Space and Phantasmagorias
   Pinder D, 2001, ECUMENE, V8, P1, DOI 10.1191/096746001701556887
   Pinder D, 1996, ENVIRON PLANN A, V28, P405, DOI 10.1068/a280405
   Pinder D., 2005, VISIONS CITY
   Potter J., 2004, QUALITATIVE RES THEO, V2nd, P200
   Rendell Jane., 2006, ART ARCHITECTURE PLA
   Rodaway Paul., 1994, Sensuous Geographies: Body, Sense and Place
   Rossiter Benjamin., 2003, A Companion to The City, P437
   Scalway Helen, 2006, The Invisible Flaneuse? Gender, Public Space, and Visual Culture in Nineteenth-Century Paris, P168
   Seamon David., 1980, HUMAN EXPERIENCE SPA, P148
   *SEL COMM ENV TRAN, 2001, 11 SEL COMM ENV TRAN
   Sennett Richard., 1990, CONSCIENCE EYE DESIG, V1st
   Sennett Richard., 1970, USES DISORDER
   Simmel Georg., 1971, METROPOLIS MENTAL LI
   Simonsen K.F., 2004, Space Odysseys, V1st ed., P43
   Sinclair Iain., 1997, LIGHTS OUT TERRITORY
   Sisiopiku V. P., 2003, TRANSPORT RES F-TRAF, V6, P249, DOI [DOI 10.1016/J.TRF.2003.06.001, https://doi.org/10.1016/j.trf.2003.06.001]
   Solnit Rebecca., 2000, Wanderlust: A History of Walking
   Spinney J, 2006, ENVIRON PLANN D, V24, P709, DOI 10.1068/d66j
   Spinney J, 2009, GEOGR COMPASS, V3, P817, DOI 10.1111/j.1749-8198.2008.00211.x
   *TRANSP LOND, 2008, ATT WALK 2008 RES RE
   *TRANSP LOND, 2004, MAK LOND WALK CIT WA
   VALENTINE G, 1992, AREA, V24, P22
   VALENTINE G, 1993, ENVIRON PLANN D, V11, P395, DOI 10.1068/d110395
   VALENTINE G, 1989, AREA, V21, P385
   Vergunst J.L., 2008, Ways of walking: Ethnography and practice on fo o t, P105
   Watts L, 2008, SOC CULT GEOGR, V9, P711, DOI 10.1080/14649360802292520
   Wolff Janet., 2006, The Invisible Flaneuse?: Gender, Public Space, and Visual Culture in Nineteenth- Century Paris, P18
   WOLLEN P, 1990, PASSAGE FEW PEOPLE R, P20
   Wylie J, 2005, T I BRIT GEOGR, V30, P234, DOI 10.1111/j.1475-5661.2005.00163.x
   Young L, 2001, AREA, V33, P141, DOI 10.1111/1475-4762.00017
   ZIMMERMAN DH, 1977, URBAN LIFE, V5, P479, DOI 10.1177/089124167700500406
NR 123
TC 207
Z9 236
U1 11
U2 98
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1464-9365
EI 1470-1197
J9 SOC CULT GEOGR
JI Soc. Cult. Geogr.
PY 2010
VL 11
IS 6
BP 575
EP 596
AR PII 925218409
DI 10.1080/14649365.2010.497913
PG 22
WC Geography
WE Social Science Citation Index (SSCI)
SC Geography
GA 635SF
UT WOS:000280675800004
DA 2024-07-19
ER

PT J
AU Roth, G
   Assor, A
   Niemiec, CP
   Ryan, RA
   Deci, EL
AF Roth, Guy
   Assor, Avi
   Niemiec, Christopher P.
   Ryan, Richard A.
   Deci, Edward L.
TI The Emotional and Academic Consequences of Parental Conditional Regard:
   Comparing Conditional Positive Regard, Conditional Negative Regard, and
   Autonomy Support as Parenting Practices
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE parental conditional regard; autonomy support; emotion regulation;
   academic engagement
ID SELF-DETERMINATION THEORY; PSYCHOLOGICAL CONTROL; TEACHER BEHAVIORS;
   MOTIVATION; STRATEGIES; REACTIVITY; PREDICTORS; ENGAGEMENT
AB The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent with the self-determination theory model of internalization, which posits that (a) conditional negative regard predicts feelings of resentment toward parents, which then predict dysregulation of negative emotions and academic disengagement; (b) conditional positive regard predicts feelings of internal compulsion, which then predict suppressive regulation of negative emotions and grade-focused academic engagement; and (c) autonomy support predicts sense of choice, which then predicts integrated regulation of negative emotions and interest-focused academic engagement. These findings suggest that even parents' use of conditional positive regard as a socialization practice has adverse emotional and academic consequences, relative to autonomy support.
C1 [Roth, Guy; Assor, Avi] Ben Gurion Univ Negev, Dept Educ, IL-84105 Beer Sheva, Israel.
   [Niemiec, Christopher P.; Ryan, Richard A.; Deci, Edward L.] Univ Rochester, Dept Clin & Social Sci Psychol, Rochester, NY 14627 USA.
C3 Ben Gurion University; University of Rochester
RP Roth, G (corresponding author), Ben Gurion Univ Negev, Dept Educ, POB 653, IL-84105 Beer Sheva, Israel.
EM roth@bgu.ac.il
RI Ryan, Richard M./H-1459-2019; Deci, Edward L./Y-4790-2019; Roth,
   Guy/F-1496-2012
OI Ryan, Richard M./0000-0002-2355-6154; Deci, Edward
   L./0000-0001-8246-8536; Roth, Guy/0000-0002-5662-7561
CR [Anonymous], 1981, SOCIAL MEASUREMENT C
   [Anonymous], BIENN M SOC RES CHIL
   [Anonymous], 2006, DEV PSYCHOPATHOL
   Arbuckle J, 2003, AMOS 5.0: User's guide
   Aronfreed J., 1968, Conduct and conscience
   Assor A, 2002, BRIT J EDUC PSYCHOL, V72, P261, DOI 10.1348/000709902158883
   Assor A, 2005, LEARN INSTR, V15, P397, DOI 10.1016/j.learninstruc.2005.07.008
   Assor A, 2004, J PERS, V72, P47, DOI 10.1111/j.0022-3506.2004.00256.x
   Assor A., 2005, Motivation and Religion: Advances in Motivation and Achievement, V14, P105, DOI DOI 10.1016/S0749-7423(05)14005-9
   ASSOR A, 2007, BIENN SOC RES CHILD
   Barber BK, 1996, CHILD DEV, V67, P3296, DOI 10.1111/j.1467-8624.1996.tb01915.x
   Barber Brian K, 2005, Monogr Soc Res Child Dev, V70, P1
   BENTLER PM, 1990, PSYCHOL BULL, V107, P238, DOI 10.1037/0033-2909.88.3.588
   BENWARE CA, 1984, AM EDUC RES J, V21, P755, DOI 10.3102/00028312021004755
   Block J.H., 1980, Development of cognition, affect, and social relations: The minnesota symposia on child psychology, V13
   BOLLEN KA, 1989, SOCIOL METHOD RES, V17, P303, DOI 10.1177/0049124189017003004
   Browne MW, 1993, Testing structural equation models, DOI DOI 10.1177/0049124192021002005
   Calkins SD, 1998, INFANT BEHAV DEV, V21, P379, DOI 10.1016/S0163-6383(98)90015-7
   Calkins SD, 1997, DEV PSYCHOBIOL, V31, P125, DOI 10.1002/(SICI)1098-2302(199709)31:2<125::AID-DEV5>3.0.CO;2-M
   CHAPMAN M, 1982, INT J BEHAV DEV, V5, P81, DOI 10.1177/016502548200500104
   Crowne D., 1964, The approval motive: Studies in evaluative dependence
   Damon W., 1988, Self-understanding in childhood and adolescence
   Deci E., 1995, EFFICACY AGENCY SELF, P31, DOI [DOI 10.1007/978-1-4899-1280-0_3, 10.1007/978-1-4899-1280-0_3]
   Deci EL, 2000, PSYCHOL INQ, V11, P227, DOI 10.1207/S15327965PLI1104_01
   DECI EL, 1980, PSYCHOLOGY SELF DETE
   Dweck C.S., 1999, SELF THEORIES
   Eilot K., 2006, INT WORKSH AUT SUPP
   Eisenberg N., 2007, Handbook of emotion regulation
   Gewirtz J.L., 1991, Handbook of moral behavior and development, V1, P153
   Gottman J.M., 1997, META EMOTION FAMILIE
   Grolnick W.S., 1997, PARENTING CHILDRENS, P135, DOI DOI 10.1016/J.APPDEV.2009.02.001
   GROLNICK WS, 1991, J EDUC PSYCHOL, V83, P508, DOI 10.1037/0022-0663.83.4.508
   Grolnick WS, 1996, CHILD DEV, V67, P928, DOI 10.2307/1131871
   Grolnick WS, 1998, INFANT BEHAV DEV, V21, P437, DOI 10.1016/S0163-6383(98)90018-2
   GROLNICK WS, 1989, J EDUC PSYCHOL, V81, P143, DOI 10.1037/0022-0663.81.2.143
   Gross JJ, 2003, J PERS SOC PSYCHOL, V85, P348, DOI 10.1037/0022-3514.85.2.348
   Harter S., 1993, Self-Esteem: The Puzzle of Low Self-Regard
   HARTER S, 1998, HDB CHILD PSYCHOL, V2
   HOFFMAN ML, 1960, CHILD DEV, V31, P129
   HOFFMAN ML, 1970, CARMICHAELS MANUAL C
   Hoyle R.H., 1995, Structural Equations Modeling
   James William., 1890, The Principles of Psychologt
   John O.P., 2007, HDB EMOTION REGULATI, P351, DOI DOI 10.1111/FAMP.12230
   Kamins ML, 1999, DEV PSYCHOL, V35, P835, DOI 10.1037/0012-1649.35.3.835
   Kaplan A, 2007, EDUC PSYCHOL REV, V19, P141, DOI 10.1007/s10648-006-9012-5
   Kernis M.H., 2002, HDB SELF DETERMINATI, P339
   Latham G.I., 1994, POWER POSITIVE PAREN
   Nachmias M, 1996, CHILD DEV, V67, P508, DOI 10.2307/1131829
   Niemiec C.P., 2008, TRANSCENDING SELF IN, P107, DOI [DOI 10.1037/11771-010, 10.1037/11771-010]
   NIEMIEC CP, HDB PERSONA IN PRESS
   Rogers C. R., 1951, Client-centered therapy
   Rogers CarlR., 1967, On Becoming a Person: A Therapist's View of Psychotherapy
   ROTH G, 2004, 2 INT C SELF DET THE
   Roth G, 2008, J PERS, V76, P513, DOI 10.1111/j.1467-6494.2008.00494.x
   Roth G, 2007, J EDUC PSYCHOL, V99, P761, DOI 10.1037/0022-0663.99.4.761
   Rothbart M. K., 2006, HDB CHILD PSYCHOL, P99, DOI [DOI 10.1002/9780470147658.CHPSY0303, 10.1002/9780470147658.chpsy0303]
   Ryan R. M., 1985, INTRINSIC MOTIVATION
   RYAN RM, 1982, J PERS SOC PSYCHOL, V43, P450, DOI 10.1037/0022-3514.43.3.450
   Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
   SCHAEFER ES, 1965, CHILD DEV, V36, P413, DOI 10.1111/j.1467-8624.1965.tb05305.x
   Sears R.R., 1957, PATTERNS CHILD REARI
   Sobel M.E., 1982, SOCIOL METHODOL, V13, P290, DOI [10.2307/270723, DOI 10.2307/270723]
   Soenens B, 2005, J FAM PSYCHOL, V19, P358, DOI 10.1037/0893-3200.19.3.358
   Spinrad TL, 2007, DEV PSYCHOL, V43, P1170, DOI 10.1037/0012-1649.43.5.1170
   Steinberg L.D., 2004, The ten basic principles of good parenting
   Vansteenkiste M, 2005, J EDUC PSYCHOL, V97, P468, DOI 10.1037/0022-0663.97.3.468
NR 66
TC 269
Z9 335
U1 13
U2 178
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
EI 1939-0599
J9 DEV PSYCHOL
JI Dev. Psychol.
PD JUL
PY 2009
VL 45
IS 4
BP 1119
EP 1142
DI 10.1037/a0015272
PG 24
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 466RV
UT WOS:000267681200018
PM 19586183
OA Green Published
DA 2024-07-19
ER

PT J
AU Skinner, EA
   Kindermann, TA
   Furrer, CJ
AF Skinner, Ellen A.
   Kindermann, Thomas A.
   Furrer, Carrie J.
TI A Motivational Perspective on Engagement and Disaffection
   Conceptualization and Assessment of Children's Behavioral and Emotional
   Participation in Academic Activities in the Classroom
SO EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT
LA English
DT Article
DE academic engagement; disaffection; achievement motivation; classroom
   participation; emotional engagement; on-task behavior
ID ACHIEVEMENT-MOTIVATION; STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT; PERCEIVED
   CONTROL; MIDDLE; SELF; TEACHERS; ELEMENTARY; MODEL; ATTACHMENT
AB This article presents a motivational conceptualization of engagement and disaffection: First, it emphasizes children's constructive, focused, enthusiastic participation in the activities of classroom learning; second, it distinguishes engagement from disaffection, as well as behavioral features from emotional features. Psychometric properties of scores from teacher and student reports of behavioral engagement, emotional engagement, behavioral disaffection, and emotional disaffection were examined using data from 1,018 third through sixth graders. Structural analyses of the four indicators confirm that a multidimensional structure fits the data better than do bipolar or unidimensional models. Validity of scores is supported by findings that teacher reports are correlated with student reports, with in vivo observations in the classroom, and with markers of self-system and social contextual processes. As such, these measures capture important features of engagement and disaffection in the classroom, and any comprehensive assessment should include markers of each. Additional dimensions are identified, pointing the way to future research.
C1 [Skinner, Ellen A.] Portland State Univ, Dept Psychol, Portland, OR 97207 USA.
C3 Portland State University
RP Skinner, EA (corresponding author), Portland State Univ, Dept Psychol, POB 751, Portland, OR 97207 USA.
EM skinnere@pdx.edu
RI Kindermann, Thomas A/A-5307-2008
OI Kindermann, Thomas A/0000-0003-4546-9649
CR [Anonymous], 1993, LEARNED HELPLESSNESS
   Barnette JJ, 2005, EDUC PSYCHOL MEAS, V65, P980, DOI 10.1177/0013164405278577
   BERNDT TJ, 1990, J EDUC PSYCHOL, V82, P319, DOI 10.1037/0022-0663.82.2.319
   BOLSTAD OD, 1977, CHILD DEV, V48, P570, DOI 10.2307/1128655
   CARVER CS, 1999, COPING PSYCHOL WHAT, P232
   CHARLESWORTH R, 1967, CHILD DEV, V38, P993, DOI 10.1111/j.1467-8624.1967.tb04375.x
   Cheung GW, 2002, STRUCT EQU MODELING, V9, P233, DOI 10.1207/S15328007SEM0902_5
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   CONNELL JP, 1995, J ADOLESCENT RES, V10, P41, DOI 10.1177/0743554895101004
   Deci E.L., 1985, INTRINSIC MOTIVATION, DOI [10.1007/978-1-4899-2271-7, DOI 10.1007/978-1-4899-2271-7]
   Deci EL, 2000, PSYCHOL INQ, V11, P227, DOI 10.1207/S15327965PLI1104_01
   Dweck C.S., 1999, SELF THEORIES
   Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
   Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P73, DOI 10.1023/A:1009009018235
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   FINN JD, 1995, ELEM SCHOOL J, V95, P421, DOI 10.1086/461853
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Furrer C., 2006, SOC RES AD SAN FRANC
   GOTTFRIED AE, 1985, J EDUC PSYCHOL, V77, P631, DOI 10.1037/0022-0663.77.6.631
   HARTER S, 1981, DEV PSYCHOL, V17, P300, DOI 10.1037/0012-1649.17.3.300
   Henson RK, 2001, MEAS EVAL COUNS DEV, V34, P177, DOI 10.1080/07481756.2002.12069034
   Hidi S., 2004, MOTIVATION EMOTION C, P89
   HORN WF, 1986, J PSYCHOPATHOL BEHAV, V8, P9, DOI 10.1007/BF00960868
   Jimerson S.R., 2003, CALIFORNIA SCH PSYCH, V8, P7, DOI [DOI 10.1007/BF03340893, 10.1007/BF03340893, 10.1007/bf03340893]
   Johnson MK, 2001, SOCIOL EDUC, V74, P318, DOI 10.2307/2673138
   Kerr M.M., 1986, High School Journal, V70, P20
   Kuhl J, 1984, Prog Exp Pers Res, V13, P99
   Libbey HP, 2004, J SCHOOL HEALTH, V74, P274, DOI 10.1111/j.1746-1561.2004.tb08284.x
   Lynch M, 1997, J SCHOOL PSYCHOL, V35, P81, DOI 10.1016/S0022-4405(96)00031-3
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   MERTON R, 1953, SOCIAL THEORY SOCIAL
   Meyer DK, 2002, EDUC PSYCHOL-US, V37, P107, DOI 10.1207/S15326985EP3702_5
   Murdock TB, 1999, J EDUC PSYCHOL, V91, P62, DOI 10.1037/0022-0663.91.1.62
   Murray C, 2000, J SCHOOL PSYCHOL, V38, P423, DOI 10.1016/S0022-4405(00)00034-0
   Newmann F., 1991, RETHINKING EFFECTIVE, P58
   NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
   O'Farrell S.L., 2003, CALIFORNIA SCH PSYCH, V8, P53, DOI [https://doi.org/10.1007/BF03340896, DOI 10.1007/BF03340896]
   ODONNELL J, 1995, J CONSULT CLIN PSYCH, V63, P529, DOI 10.1037/0022-006X.63.4.529
   PATRICK BC, 1993, J PERS SOC PSYCHOL, V65, P781, DOI 10.1037/0022-3514.65.4.781
   Pekrun R, 2002, EDUC PSYCHOL-US, V37, P91, DOI 10.1207/S15326985EP3702_4
   Pekrun R, 2006, J EDUC PSYCHOL, V98, P583, DOI 10.1037/0022-0663.98.3.583
   PIERSON LH, 1992, J EDUC PSYCHOL, V84, P300, DOI 10.1037/0022-0663.84.3.300
   Pintrich PR, 2003, J EDUC PSYCHOL, V95, P667, DOI 10.1037/0022-0663.95.4.667
   Reeve J, 2004, MOTIV EMOTION, V28, P147, DOI 10.1023/B:MOEM.0000032312.95499.6f
   Roeser RW, 2002, ANXIETY STRESS COPIN, V15, P345, DOI 10.1080/1061580021000056519
   RYAN RM, 1989, J PERS SOC PSYCHOL, V57, P749, DOI 10.1037/0022-3514.57.5.749
   Schiefele U, 2001, INTELLIGENCE AND PERSONALITY: BRIDGING THE GAP IN THEORY AND MEASUREMENT, P163
   Schunk D.H., 1994, SELF REGULATION LEAR
   Schutz PA, 2002, EDUC PSYCHOL-US, V37, P125, DOI 10.1207/S15326985EP3702_7
   Sinclair M.F., 2003, J CALIFORNIA ASS SCH, V8, P29, DOI [https://doi.org/10.1007/BF03340894, DOI 10.1007/BF03340894, 10.1007/bf03340894]
   Skinner E.A., 1997, ISSUES CLIN CHILD PS, P387
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   SKINNER EA, 1988, J PERS SOC PSYCHOL, V54, P117, DOI 10.1037/0022-3514.54.1.117
   SKINNER EA, 1991, MINN SYM CHILD PSYCH, V23, P167
   Skinner EA, 1998, MONOGR SOC RES CHILD, V63, P1
   SKINNER EA, HDB MOTIVAT IN PRESS
   SKINNER EA, J ED PSYCHO IN PRESS
   Skinner E, 2005, PARENT-SCI PRACT, V5, P175, DOI 10.1207/s15327922par0502_3
   Sorich L.A., 1999, COPING, P232, DOI DOI 10.1093/MED:PSYCH/9780195119343.001.0001
   STENLUND KV, 1995, ALBERTA J EDUC RES, V41, P145
   Vallerand RJ, 1997, ADV EXP SOC PSYCHOL, V29, P271, DOI 10.1016/S0065-2601(08)60019-2
   WEINER B, 1985, PSYCHOL REV, V92, P548, DOI 10.1037/0033-295X.92.4.548
   Wellborn J. G., 1991, THESIS U ROCHESTER N
   WENTZEL KR, 1993, J EDUC PSYCHOL, V85, P357, DOI 10.1037/0022-0663.85.2.357
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Wigfield A., 2006, Handbook of child psychology, V3, P933, DOI [DOI 10.1002/9780470147658.CHPSY0315, https://doi.org/10.1002/9780470147658.chpsy0315]
   Zimmerman B. J., 2000, HDB SELF REGULATION, P13, DOI [10.1016/B978-012109890-2/50031-7, DOI 10.1016/B978-012109890-2/50031-7]
NR 70
TC 860
Z9 1168
U1 27
U2 250
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0013-1644
EI 1552-3888
J9 EDUC PSYCHOL MEAS
JI Educ. Psychol. Meas.
PD JUN
PY 2009
VL 69
IS 3
BP 493
EP 525
DI 10.1177/0013164408323233
PG 33
WC Psychology, Educational; Mathematics, Interdisciplinary Applications;
   Psychology, Mathematical
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology; Mathematics
GA 443IF
UT WOS:000265902700009
DA 2024-07-19
ER

PT J
AU Wefald, AJ
   Downey, RG
AF Wefald, Andrew J.
   Downey, Ronald G.
TI Construct Dimensionality of Engagement and its Relation With
   Satisfaction
SO JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE construct dimensionality; construct overlap; engagement; satisfaction
ID JOB-SATISFACTION; POSITIVE AFFECT; ITEM REVERSALS; INVOLVEMENT;
   PERFORMANCE; VALIDITY
AB Engagement-a persistent and positive affective-motivational state of fulfillment characterized by vigor, dedication, and absorption (W. B. Schaufeli, M. Salanova, V. Gonzalez-Rotna, & A. B. Bakker, 2002)-has become a popular subject among academic and industry researchers. Following suggestions in the recent literature calling for further examination of the underlying factors comprising the construct of engagement, the authors investigated the factor structure of W. B. Schaufeli et al.'s measure of engagement and academic engagement's relation to academic satisfaction. Previous researchers found a 3-factor structure of engagement that comprises vigor, dedication, and absorption. The authors administered to a sample of university students a questionnaire on their level of engagement in academic work and various other measures. The results did not confirm the 3-factor structure. The present authors found engagement and satisfaction to be highly related constructs.
C1 [Downey, Ronald G.] Kansas State Univ, Dept Psychol, Manhattan, KS 66502 USA.
C3 Kansas State University
RP Wefald, AJ (corresponding author), Kansas State Univ, Sch Leadership Studies, 918 N Manhattan Ave, Manhattan, KS 66502 USA.
EM wefald@ksu.edu
CR [Anonymous], 2001, The national survey of student engagement: conceptual framework and overview of psychometric properties
   [Anonymous], 2007, RES SOCIAL ISSUES MA
   Britt TW, 2007, J OCCUP HEALTH PSYCH, V12, P34, DOI 10.1037/1076-8998.12.1.34
   Britt TW, 2005, PERS SOC PSYCHOL B, V31, P1475, DOI 10.1177/0146167205276525
   Britt TW, 2003, HARVARD BUS REV, V81, P16
   *CLC, 2004, CLC12KYSST CORP EX B
   *CLC, 2004, CLC12PV0PD CORP EX B
   Crede M, 2007, J OCCUP ORGAN PSYCH, V80, P515, DOI 10.1348/096317906X136180
   Fredrickson BL, 2005, AM PSYCHOL, V60, P678, DOI 10.1037/0003-066X.60.7.678
   Fritzsche B.A., 2005, CAREER DEV COUNSELIN, P180
   FULLAGAR C, 1986, J APPL PSYCHOL, V71, P129, DOI 10.1037/0021-9010.71.1.129
   Hallberg UE, 2006, EUR PSYCHOL, V11, P119, DOI 10.1027/1016-9040.11.2.119
   Harter JK, 2002, J APPL PSYCHOL, V87, P268, DOI 10.1037/0021-9010.87.2.268
   Hulin C.L., 2003, Handbook of psychology, V12, P255, DOI [10.1002/0471264385.wei1211., DOI 10.1002/0471264385.WEI1211]
   IAFFALDANO MT, 1985, PSYCHOL BULL, V97, P251, DOI 10.1037/0033-2909.97.2.251
   Judge TA, 1998, HUM PERFORM, V11, P167, DOI 10.1207/s15327043hup1102&3_4
   Judge TA, 2001, PSYCHOL BULL, V127, P376, DOI 10.1037//0033-2909.127.3.376
   KAHN WA, 1990, ACAD MANAGE J, V33, P692, DOI 10.5465/256287
   Locke E., 1976, The handbook of industrial and organizational psychology, P1297
   Lyubomirsky S, 2005, PSYCHOL BULL, V131, P803, DOI 10.1037/0033-2909.131.6.803
   Maslach C, 2001, ANNU REV PSYCHOL, V52, P397, DOI 10.1146/annurev.psych.52.1.397
   Maslach C., 1997, The truth about burnout: How organizations
   NEWTON TJ, 1983, J OCCUP BEHAV, V4, P169
   REED JG, 1984, MEAS EVAL COUNS DEV, V17, P67, DOI 10.1080/07481756.1984.12022750
   REED JG, 1980, STUDIES STUDENT PERS, V65
   Salanova M, 2000, REV PSICOL TRAB ORG, V16, P117, DOI [DOI 10.1177/0022022102033005003, DOI 10.1016/J.BURN.2017.04.003]
   Schaufeli W. B., 2002, J HAPPINESS STUD, V3, P71, DOI DOI 10.1023/A:1015630930326
   Schaufeli WB, 2002, J CROSS CULT PSYCHOL, V33, P464, DOI 10.1177/0022022102033005003
   SCHRIESHEIM CA, 1991, EDUC PSYCHOL MEAS, V51, P67, DOI 10.1177/0013164491511005
   SCHRIESHEIM CA, 1981, EDUC PSYCHOL MEAS, V41, P1101, DOI 10.1177/001316448104100420
   Seligman MEP, 2000, AM PSYCHOL, V55, P5, DOI 10.1037/0003-066X.55.1.5
   Shin K.H., 2003, JOB ENGAGEMENT JOB B
   Shirom A, 2004, R OCC ST W, V3, P135
   Simmons B. L., 2002, ADV WOMENS CAREERS R, P273
   STAATS S, 1990, J COLL STUDENT DEV, V31, P245
   [No title captured]
NR 36
TC 124
Z9 206
U1 5
U2 45
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-3980
EI 1940-1019
J9 J PSYCHOL
JI J. Psychol.
PD JAN
PY 2009
VL 143
IS 1
BP 91
EP 111
DI 10.3200/JRLP.143.1.91-112
PG 21
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 384MG
UT WOS:000261748300006
PM 19157075
DA 2024-07-19
ER

PT J
AU Carter, EW
   Sisco, LG
   Brown, L
   Brickham, D
   Al-Khabbaz, ZA
AF Carter, Erik W.
   Sisco, Lynn G.
   Brown, Lissa
   Brickham, Dana
   Al-Khabbaz, Zainab A.
TI Peer Interactions and Academic Engagement of Youth With Developmental
   Disabilities in Inclusive Middle and High School Classrooms
SO AMERICAN JOURNAL ON MENTAL RETARDATION
LA English
DT Article
ID GENERAL-EDUCATION CLASSROOMS; MENTAL-RETARDATION; INTELLECTUAL
   DISABILITIES; SOCIAL INTERACTIONS; PROMOTING ACCESS; STUDENTS;
   CURRICULUM; SUPPORT; INTERVENTIONS; STRATEGIES
AB We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a para-professional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.
C1 [Carter, Erik W.] Univ Wisconsin, Dept Rehabil Psychol & Special Educ, Madison, WI 53706 USA.
C3 University of Wisconsin System; University of Wisconsin Madison
RP Carter, EW (corresponding author), Univ Wisconsin, Dept Rehabil Psychol & Special Educ, 432 E Campus Mall, Madison, WI 53706 USA.
EM ewcarter@wisc.edu
RI Carter, Erik/AAX-3043-2020
OI Carter, Erik/0000-0001-7153-2782
CR [Anonymous], **NON-TRADITIONAL**
   [Anonymous], 2006, TEACHING ADOLESCENTS
   Browder D.M., 2006, TEACHING LANGUAGE AR
   Brown B.B., 2003, BLACKWELL HDB ADOLES, P330, DOI DOI 10.1002/9780470756607.CH16
   Carter EW, 2006, RES PRACT PERS SEV D, V31, P284, DOI 10.1177/154079690603100402
   Carter EW, 2006, RES PRACT PERS SEV D, V31, P174, DOI 10.1177/154079690603100209
   Carter EW, 2005, RES PRACT PERS SEV D, V30, P179, DOI 10.2511/rpsd.30.4.179
   Carter EW, 2005, AM J MENT RETARD, V110, P366, DOI 10.1352/0895-8017(2005)110[366:FISIAH]2.0.CO;2
   Carter EW, 2005, RES PRACT PERS SEV D, V30, P15, DOI 10.2511/rpsd.30.1.15
   Causton-Theoharis JN, 2005, EXCEPT CHILDREN, V71, P431
   Conroy MA, 2004, BEHAV DISORDERS, V29, P119
   Copeland SR, 2002, AM J MENT RETARD, V107, P32, DOI 10.1352/0895-8017(2002)107<0032:AIPTSH>2.0.CO;2
   Cutts S, 2001, J INTELLECT DEV DIS, V26, P127, DOI 10.1080/13668250020054440
   Downing J, 2006, RES PRACT PERS SEV D, V31, P327, DOI 10.1177/154079690603100406
   Dymond SK, 2004, EDUC TRAIN DEV DISAB, V39, P127
   Foster SL, 1999, J CONSULT CLIN PSYCH, V67, P308, DOI 10.1037/0022-006X.67.3.308
   Giangreco M.F., 2004, J SPECIAL ED LEADERS, V17, P82
   Giangreco MF, 2001, EXCEPT CHILDREN, V68, P45, DOI 10.1177/001440290106800103
   Goldstein H., 2002, PROMOTING SOCIAL COM
   Hughes C, 1999, AM J MENT RETARD, V104, P533, DOI 10.1352/0895-8017(1999)104<0533:SIOHSS>2.0.CO;2
   Hughes C, 1998, J APPL BEHAV ANAL, V31, P431, DOI 10.1901/jaba.1998.31-431
   Hughes C, 2002, EDUC TRAIN MENT RET, V37, P146
   Katz J, 2002, RES PRACT PERS SEV D, V27, P227, DOI 10.2511/rpsd.27.4.227
   Kemp C, 2006, EDUC TRAIN DEV DISAB, V41, P14
   Kennedy CH, 1997, EXCEPT CHILDREN, V64, P31, DOI 10.1177/001440299706400103
   Lee SH, 2006, EDUC TRAIN DEV DISAB, V41, P199
   Logan KR, 1998, EDUC TRAIN MENT RET, V33, P62
   MACLEAN WE, 1985, J PSYCHOPATHOL BEHAV, V7, P65, DOI 10.1007/BF00961847
   Maheady L, 2001, REM SPEC EDUC, V22, P4, DOI 10.1177/074193250102200102
   Mu K, 2000, J ASSOC PERS SEVERE, V25, P142, DOI 10.2511/rpsd.25.3.142
   Palmer SB, 2004, EXCEPT CHILDREN, V70, P427, DOI 10.1177/001440290407000403
   Ratcliff A.E., 1998, Journal of Children's Communication Development, V20, P25
   Ryndak D.L., 2001, FDN INCLUSIVE ED COM
   Schnorr RF, 1997, J ASSOC PERS SEVERE, V22, P1
   Sheridan SM, 2003, J SCHOOL PSYCHOL, V41, P285, DOI 10.1016/S0022-4405(03)00049-9
   SHULKA S, 1999, J POSIT BEHAV INTERV, V1, P130
   Spooner F, 2006, RES PRACT PERS SEV D, V31, P277, DOI 10.1177/154079690603100401
   TAPP J, 1995, BEHAV RES METH INSTR, V27, P25, DOI 10.3758/BF03203616
   *US DEP ED, 2006, 26 ANN REP C IMPL IN
   Wagner M., 2003, Going to school: Instructional contexts, programs, and participation of secondary school students with disabilities
   Wallace T, 2002, EXCEPT CHILDREN, V68, P345, DOI 10.1177/001440290206800304
   Wehmeyer ML, 2003, REM SPEC EDUC, V24, P262, DOI 10.1177/07419325030240050201
   Werts MG, 2001, EDUC TRAIN MENT RET, V36, P424
   Williamson P, 2006, EXCEPT CHILDREN, V72, P347, DOI 10.1177/001440290607200306
NR 44
TC 105
Z9 160
U1 6
U2 56
PU AMER ASSOC MENTAL RETARDATION
PI WASHINGTON
PA 444 N CAPITOL ST, NW, STE 846, WASHINGTON, DC 20001-1512 USA
SN 0895-8017
J9 AM J MENT RETARD
JI Am. J. Ment. Retard.
PD NOV
PY 2008
VL 113
IS 6
BP 479
EP 494
DI 10.1352/2008.113:479-494
PG 16
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 367KN
UT WOS:000260551000006
PM 19127658
DA 2024-07-19
ER

PT J
AU Skinner, E
   Marchand, G
   Furrer, C
   Kindermann, T
AF Skinner, Ellen
   Marchand, Gwen
   Furrer, Carrie
   Kindermann, Thomas
TI Engagement and Disaffection in the Classroom: Part of a Larger
   Motivational Dynamic?
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE academic engagement; disaffection; achievement motivation; classroom
   participation; emotional engagement
ID PERCEIVED CONTROL; MIDDLE SCHOOL; ACHIEVEMENT; AUTONOMY; STUDENTS; SELF;
   TEACHERS; BEHAVIOR; MODEL; RELATEDNESS
AB A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, autonomy, and relatedness) on changes in these indicators over the school year. In terms of internal dynamics, emotional components of engagement contributed significantly to changes in their behavioral counterparts; feedback from behavior to changes in emotion were not as consistent. Teacher support and students' self-perceptions (especially autonomy) contributed to changes in behavioral components: Each predicted increases in engagement and decreases in disaffection. Tests of process models revealed that the effects of teacher context were mediated by children's self-perceptions. Taken together, these findings suggest a clear distinction between indicators and facilitators of engagement and begin to articulate the dynamics between emotion and behavior that take place inside engagement and the motivational dynamics that take place outside of engagement, involving the social context, self-systems, and engagement itself.
C1 [Skinner, Ellen; Kindermann, Thomas] Portland State Univ, Dept Psychol, Portland, OR 97221 USA.
   [Furrer, Carrie] NPC Res, Portland, OR USA.
   [Marchand, Gwen] Univ Nevada, Dept Educ Psychol, Las Vegas, NV 89154 USA.
C3 Portland State University; Nevada System of Higher Education (NSHE);
   University of Nevada Las Vegas
RP Skinner, E (corresponding author), Portland State Univ, Dept Psychol, POB 751, Portland, OR 97221 USA.
EM skinnere@pdx.edu
RI Kindermann, Thomas A/A-5307-2008
OI Kindermann, Thomas A/0000-0003-4546-9649; Furrer,
   Carrie/0000-0002-4414-7368; Marchand, Gwen/0000-0003-1337-6296
CR Ainsworth S.M., 1978, PATTERNS ATTACHMENT
   Anderman L.H., 1999, Journal of Research and Development in Education, V32, P89, DOI DOI 10.1006/CEPS.1998.0978
   Anderman LH, 1999, CONTEMP EDUC PSYCHOL, V24, P21, DOI 10.1006/ceps.1998.0978
   [Anonymous], ATTACHMENT LOSS
   [Anonymous], 1995, PERCEIVED CONTROL MO, DOI DOI 10.4135/9781483327198
   [Anonymous], 2002, MOTIVATION LEARN THE
   Bandura A., 1997, SELF EFFICACY EXERCI
   BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173, DOI 10.1037/0022-3514.51.6.1173
   Battistich V, 1997, EDUC PSYCHOL-US, V32, P137, DOI 10.1207/s15326985ep3203_1
   BAUMEISTER RF, 1995, PSYCHOL BULL, V117, P497, DOI 10.1037/0033-2909.117.3.497
   Birch SH, 1998, DEV PSYCHOL, V34, P934, DOI 10.1037/0012-1649.34.5.934
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   Bowlby J., 1982, ATTACHMENT LOSS, VI
   Brophy J, 1999, EDUC PSYCHOL, V34, P75, DOI 10.1207/s15326985ep3402_1
   Brophy J., 2004, MOTIVATING STUDENTS, V2nd
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   CONNELL JP, 1995, J ADOLESCENT RES, V10, P41, DOI 10.1177/0743554895101004
   Deci E.L., 1985, INTRINSIC MOTIVATION, DOI [10.1007/978-1-4899-2271-7, DOI 10.1007/978-1-4899-2271-7]
   Dweck C.S., 1999, SELF THEORIES
   Eccles J.S., 1989, RES MOTIVATION ED, V3, P13
   Eccles JS, 2002, ANNU REV PSYCHOL, V53, P109, DOI 10.1146/annurev.psych.53.100901.135153
   Elliot A.J., 2005, Handbook of Competence and Motivation, DOI DOI 10.1037/0022-0167.51.1.115
   Finn JD, 1997, J APPL PSYCHOL, V82, P221, DOI 10.1037/0021-9010.82.2.221
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   FINN JD, 1995, ELEM SCHOOL J, V95, P421, DOI 10.1086/461853
   FINN JD, 93470 NCES
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Furrer C., 2006, SOC RES AD SAN FRANC
   Furrer C., 2003, BIENN M SOC RES CHIL
   Goodenow C., 1993, The Journal of Early Adolescence, V13, P21, DOI [DOI 10.1177/0272431693013001002, 10.1177/0272431693013001002, https://doi.org/10.1177/0272431693013001002]
   GROLNICK WS, 1987, J PERS SOC PSYCHOL, V52, P890, DOI 10.1037/0022-3514.52.5.890
   Guthrie J.T., 2003, READING WRITING Q, V19, P59, DOI DOI 10.1080/10573560308203
   Gutman LM, 2000, J YOUTH ADOLESCENCE, V29, P223, DOI 10.1023/A:1005108700243
   Hardre PL, 2003, J EDUC PSYCHOL, V95, P347, DOI 10.1037/0022-0663.95.2.347
   HARTER S, 1982, CHILD DEV, V53, P87, DOI 10.1111/j.1467-8624.1982.tb01295.x
   HARTER S, 1978, HUM DEV, V21, P34, DOI 10.1159/000271574
   Jimerson S.R., 2003, CALIFORNIA SCH PSYCH, V8, P7, DOI [DOI 10.1007/BF03340893, 10.1007/BF03340893, 10.1007/bf03340893]
   Kuperminc GP, 2004, J YOUTH ADOLESCENCE, V33, P13, DOI 10.1023/A:1027378129042
   Lynch M, 1997, J SCHOOL PSYCHOL, V35, P81, DOI 10.1016/S0022-4405(96)00031-3
   Meyer DK, 2002, EDUC PSYCHOL-US, V37, P107, DOI 10.1207/S15326985EP3702_5
   Miserandino M, 1996, J EDUC PSYCHOL, V88, P203, DOI 10.1037/0022-0663.88.2.203
   Murdock TB, 1999, J EDUC PSYCHOL, V91, P62, DOI 10.1037/0022-0663.91.1.62
   Murray C, 2000, J SCHOOL PSYCHOL, V38, P423, DOI 10.1016/S0022-4405(00)00034-0
   O'Farrell S.L., 2003, CALIFORNIA SCH PSYCH, V8, P53, DOI [https://doi.org/10.1007/BF03340896, DOI 10.1007/BF03340896]
   PATRICK BC, 1993, J PERS SOC PSYCHOL, V65, P781, DOI 10.1037/0022-3514.65.4.781
   Pekrun R, 2002, EDUC PSYCHOL-US, V37, P91, DOI 10.1207/S15326985EP3702_4
   PIERSON LH, 1992, J EDUC PSYCHOL, V84, P300, DOI 10.1037/0022-0663.84.3.300
   Reeve J, 2004, MOTIV EMOTION, V28, P147, DOI 10.1023/B:MOEM.0000032312.95499.6f
   Reeve J, 1999, J EDUC PSYCHOL, V91, P537, DOI 10.1037/0022-0663.91.3.537
   Roeser RW, 1996, J EDUC PSYCHOL, V88, P408, DOI 10.1037/0022-0663.88.3.408
   Roeser RW, 2002, ANXIETY STRESS COPIN, V15, P345, DOI 10.1080/1061580021000056519
   Ryan AM, 2000, EDUC PSYCHOL, V35, P101, DOI 10.1207/S15326985EP3502_4
   Ryan R.M., 1985, RES MOTIVATION ED, P13
   Ryan R.M., 1994, J EARLY ADOLESCENCE, V14, P226, DOI [10.1177/027243169401400207, DOI 10.1177/027243169401400207]
   RYAN RM, 1989, J PERS SOC PSYCHOL, V57, P749, DOI 10.1037/0022-3514.57.5.749
   RYAN RM, 1991, J EXP EDUC, V60, P49, DOI 10.1080/00220973.1991.10806579
   SCHMITZ B, 1993, J PERS SOC PSYCHOL, V64, P1010, DOI 10.1037/0022-3514.64.6.1010
   Schunk D.H., 1994, SELF REGULATION LEAR
   Schutz PA, 2002, EDUC PSYCHOL-US, V37, P125, DOI 10.1207/S15326985EP3702_7
   Sinclair M.F., 2003, J CALIFORNIA ASS SCH, V8, P29, DOI [https://doi.org/10.1007/BF03340894, DOI 10.1007/BF03340894, 10.1007/bf03340894]
   Skinner E.A., 1994, LIFE SPAN DEV BEHAV, P91
   Skinner E.A., HDB MOTIVATION SCH
   Skinner E.A., 1997, ISSUES CLIN CHILD PS, P387
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   SKINNER EA, 1988, J PERS SOC PSYCHOL, V54, P117, DOI 10.1037/0022-3514.54.1.117
   SKINNER EA, 1998, MONOGRAPHS SOC RES C, V63, pV220
   SKINNER EA, ED PSYCHOL IN PRESS
   SKINNER EA, 1983, CONTROL AGENCY MEANS
   Vallerand RJ, 1997, J PERS SOC PSYCHOL, V72, P1161, DOI 10.1037/0022-3514.72.5.1161
   WEINER B, 1990, J EDUC PSYCHOL, V82, P616, DOI 10.1037/0022-0663.82.4.616
   Weiner B., 2005, Handbook of competence and motivation, P73
   Wellborn J. G., 1991, Engaged and dissaffected action: The conceptualization and measurement of motivation in the academic domain
   WENTZEL KR, 1993, J EDUC PSYCHOL, V85, P357, DOI 10.1037/0022-0663.85.2.357
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Wentzel KR, 1997, J EDUC PSYCHOL, V89, P411, DOI 10.1037/0022-0663.89.3.411
   Wentzel KR, 1999, J EDUC PSYCHOL, V91, P76, DOI 10.1037/0022-0663.91.1.76
   WHITE RW, 1959, PSYCHOL REV, V66, P297, DOI 10.1037/h0040934
   Wigfield A., 2006, Handbook of child psychology, V3, P933, DOI [DOI 10.1002/9780470147658.CHPSY0315, https://doi.org/10.1002/9780470147658.chpsy0315]
NR 81
TC 1068
Z9 1478
U1 25
U2 311
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD NOV
PY 2008
VL 100
IS 4
BP 765
EP 781
DI 10.1037/a0012840
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 369WL
UT WOS:000260724500004
DA 2024-07-19
ER

PT J
AU Kuh, GD
   Cruce, TM
   Shoup, R
   Kinzie, J
   Gonyea, RM
AF Kuh, George D.
   Cruce, Ty M.
   Shoup, Rick
   Kinzie, Jillian
   Gonyea, Robert M.
TI Unmasking the effects of student engagement on first-year college grades
   and persistence
SO JOURNAL OF HIGHER EDUCATION
LA English
DT Article
ID INVOLVEMENT; PERCEPTIONS; MODEL
AB This study examines the relationships between student engagement, college GPA, and persistence for 6,000 students attending 18 baccalaureate-granting institutions. Data sources included student-level information from the National Survey of Student Engagement, academic transcripts, merit aid, and ACT/SAT score reports. Engagement had positive, statistically significant effects on grades and persistence between the first and second year of study for students from different racial and ethnic backgrounds. Equally important, engagement had compensatory effects for historically underserved students in that they benefited more from participating in educationally purposeful activities in terms of earning higher grades and being more likely to persist.
C1 [Kuh, George D.] Indiana Univ, Ctr Postsecondary Res, Bloomington, IN 47405 USA.
   [Cruce, Ty M.] Indiana Univ, Off Univ Planning Inst Res & Accountabil, Bloomington, IN 47405 USA.
   [Shoup, Rick; Kinzie, Jillian; Gonyea, Robert M.] Indiana Univ Bloomington, Ctr Postsecondary Res, Bloomington, IN USA.
   [Kinzie, Jillian] Indiana Univ Bloomington, NSSE Inst, Bloomington, IN USA.
C3 Indiana University System; Indiana University Bloomington; Indiana
   University System; Indiana University Bloomington; Indiana University
   System; Indiana University Bloomington; Indiana University System;
   Indiana University Bloomington
RP Kuh, GD (corresponding author), Indiana Univ, Ctr Postsecondary Res, Bloomington, IN 47405 USA.
RI GAMBOA, THOMAS/A-4646-2011; Kinzie, Jillian/AAW-7413-2020; Soto, Lupita
   LS/N-1097-2017
OI Kinzie, Jillian/0000-0003-2595-9069
CR Allen D, 1999, RES HIGH EDUC, V40, P461, DOI 10.1023/A:1018740226006
   [Anonymous], 2007, ASHE HIGHER ED REPOR
   [Anonymous], 2004, ASHE ERIC HIGHER ED
   ASTIN A, 1987, EDUC REC, V68, P36
   Bean J.P., 1990, STRATEG MANAG, P147
   Berger JB, 1999, RES HIGH EDUC, V40, P641, DOI 10.1023/A:1018708813711
   BERKNER L, 2002, 2003151 NCES US DOE
   Blimling G.S., 1999, GOOD PRACTICE STUDEN, P1
   Bok D., 2006, OUR UNDERACHIEVING C
   BOYLAND HR, 2002, WHAT WORKS GUIDE RES
   Braxton J.M., 2006, FACULTY PROFESSIONAL
   Braxton J.M., 2000, REWORKING STUDENT DE
   Braxton J.M., 2001, J COLL STUD RETENT-R, V3, P57, DOI [10.2190/RGXJ-U08C-06VB-JK7D, DOI 10.2190/RGXJ-U08C-06VB-JK7D]
   CABRERA AF, 1992, RES HIGH EDUC, V33, P571, DOI 10.1007/BF00973759
   Carey K., 2004, A matter of degrees: Improving graduation rates in four-year colleges and universities
   Chickering A.W., 1993, Education and identity
   Chickering A.W., 1987, AAHE Bulletin, V39, P3, DOI DOI 10.1016/0307-4412(89)90094-0
   Cook B., 2005, Improving lives through higher education: Campus programs and policies for low-income adults
   Cruce TM, 2006, J COLL STUDENT DEV, V47, P365, DOI 10.1353/csd.2006.0042
   Dayton B., 2004, New Directions for Student Services, V2004, P29, DOI DOI 10.1002/SS.114
   *ECS, 1995, MAK QUAL COUNT UND E
   Fleming J., 1984, BLACKS IN COLL
   Forest A., 1985, INCREASING STUDENT R
   GAITHER J, 2005, NEW DIRECTION I RES, V125
   Gloria AM, 1999, J COLL STUDENT DEV, V40, P257
   Grubb W.N., 2001, BLACK BOX PANDORAS B
   HEIST P, 1968, CREATIVE COLL STUDEN
   Hughes R., 2003, ASSESSMENT UPDATE, V15, P1
   Hurtado S, 1997, SOCIOL EDUC, V70, P324, DOI 10.2307/2673270
   Kuh G.D., 2003, CHANGE, V35, P24, DOI [DOI 10.1080/00091380309604090, 10.1080/00091380309604090]
   Kuh G.D., 1991, Involving colleges
   KUH GD, 1991, INVOLVING SUCCESSFUL
   KUH GD, 1994, 8 ASHE ERICH HIGH ED
   Magolda M., 1993, What matters in college?: Four critical years revisited, V22, DOI 10.2307/1176821
   Matthews R.S., 1994, Teaching and learning in the community college, P179
   Milem JF, 1997, J COLL STUDENT DEV, V38, P387
   Muraskin L., 2003, NATL EVALUATION GEAR
   Outcalt CL, 2002, REV HIGH EDUC, V25, P331, DOI 10.1353/rhe.2002.0015
   Pace C.R., 1990, The undergraduates: A report of their activities and progress in college in the 1980's
   Pascarella E.T., 2005, How college affects students: A third decade of research, V2
   PASCARELLA ET, 1980, REV EDUC RES, V50, P545, DOI 10.2307/1170295
   Pearson D.R., 1996, NASPA J, V34, P47
   Peltier G.L., 1999, Journal of College Student Retention: Reserach, Theory, Practice, V1, P357
   Price D., 2005, LEARNING COMMUNITIES
   Rendon L.I., 2000, REWORKING STUDENT DE, P127
   SORCINELLI MD, 1991, NEW DIRECTIONS TEACH, P13
   Tinto V., 1995, Building learning communities for new college students: A summary of research findings of the collaborative learning project
   Tinto V., 1996, PLANNING HIGHER ED, V25, P1
   Tinto Vincent, 1993, LEAVING COLL RETHINK, V2nd
   Titus MA, 2004, RES HIGH EDUC, V45, P673, DOI 10.1023/B:RIHE.0000044227.17161.fa
   WANG JS, 2001, MICROELECTRONICS COM, V2, P59
   Watson L.W., 2002, MINORITY STUDENTS EX
   Zhao CM, 2004, RES HIGH EDUC, V45, P115, DOI 10.1023/B:RIHE.0000015692.88534.de
NR 53
TC 781
Z9 2037
U1 14
U2 191
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-1546
EI 1538-4640
J9 J HIGH EDUC-UK
JI J. High. Educ.
PD SEP-OCT
PY 2008
VL 79
IS 5
BP 540
EP +
DI 10.1353/jhe.0.0019
PG 25
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 349FX
UT WOS:000259267800003
OA Green Submitted
DA 2024-07-19
ER

PT J
AU Hughes, JN
   Luo, W
   Kwok, OM
   Loyd, LK
AF Hughes, Jan N.
   Luo, Wen
   Kwok, Oi-Man
   Loyd, Linda K.
TI Teacher-student support, effortful engagement, and achievement: A 3-year
   longitudinal study
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE student-teacher relationship; academic engagement; reading; math;
   elementary grades
ID CHILD RELATIONSHIPS; 1ST-GRADE CLASSROOM; SCHOOL ADJUSTMENT; BEHAVIOR;
   KINDERGARTEN; PREDICTORS; RISK; ASSOCIATIONS; TEMPERAMENT; RELATEDNESS
AB Measures of teacher-student relationship quality (TSRQ), effortful engagement, and achievement in reading and math were collected once each year for 3 consecutive years, beginning when participants were in 1st grade, for a sample of 671 (53.1% male) academically at-risk children attending 1 of 3 school districts in Texas. In separate latent variable structural equation models, the authors tested the hypothesized model, in which Year 2 effortful engagement mediated the association between Year I TSRQ and Year 3 reading and math skills. Conduct engagement was entered as a covariate in these analyses to disentangle the effects of effortful engagement and conduct engagement. Reciprocal effects of effortful engagement on TSRQ and of achievement on effortful engagement were also modeled. Results generally supported the hypothesized model. Year 1 variables had a direct effect on Year 3 variables, above year-to-year stability. Findings suggest that achievement, effortful engagement, and TSRQ form part of a dynamic system of influences in the early grades, such that intervening at any point in this nexus may alter children's school trajectories.
C1 [Hughes, Jan N.; Luo, Wen; Kwok, Oi-Man; Loyd, Linda K.] Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station
RP Hughes, JN (corresponding author), Texas A&M Univ, Dept Educ Psychol, 701 Harrington Bldg,4225 TAMU, College Stn, TX 77843 USA.
EM jhughes@tamu.edu
RI Kwok, Oi-Man/HHS-7712-2022
OI Kwok, Oiman/0000-0002-4617-4562
CR Adams JW, 1999, BRIT J EDUC PSYCHOL, V69, P571, DOI 10.1348/000709999157905
   ALEXANDER KL, 1993, CHILD DEV, V64, P801, DOI 10.2307/1131219
   Alexander KL, 1997, SOCIOL EDUC, V70, P87, DOI 10.2307/2673158
   Allhusen V, 2003, CHILD DEV, V74, P1639
   [Anonymous], MONOGRAPHS SOC RES C
   [Anonymous], 1996, Bateria WoodcockMunoz Pruebas de aprovechamiento-Revisada: Supplemental manual
   [Anonymous], WOODCOCKMUNOZ LANGUA
   [Anonymous], TEACH SOC COMP
   AYLLON T, 1974, J APPL BEHAV ANAL, V7, P71, DOI 10.1901/jaba.1974.7-71
   BENTLER PM, 2000, JUDEAS PARAMETER OVE
   Birch SH, 1998, DEV PSYCHOL, V34, P934, DOI 10.1037/0012-1649.34.5.934
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   Blair C, 2002, AM PSYCHOL, V57, P111, DOI 10.1037//0003-066X.57.2.111
   Bowlby J., 1980, ATTACHMENT LOSS
   BRETHERTON I, 1985, MONOGR SOC RES CHILD, V50, P3, DOI 10.2307/3333824
   BROPHY JE, 1983, J EDUC PSYCHOL, V75, P631, DOI 10.1037/0022-0663.75.5.631
   BUHRMESTER D, 1987, CHILD DEV, V58, P1101, DOI 10.1111/j.1467-8624.1987.tb01444.x
   Buhs ES, 2001, DEV PSYCHOL, V37, P550, DOI 10.1037//0012-1649.37.4.550
   Burchinal MR, 2002, J SCHOOL PSYCHOL, V40, P415, DOI 10.1016/S0022-4405(02)00107-3
   CAMPBELL FA, 1998, EARLY CARE ED CHILDR
   CASPI A, 1992, PSYCHOL ASSESSMENT, V0004
   COIE JD, 1984, CHILD DEV, V55, P1465, DOI 10.2307/1130016
   Cole DA, 2003, J ABNORM PSYCHOL, V112, P558, DOI 10.1037/0021-843X.112.4.558
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   Crosnoe R, 2004, SOCIOL EDUC, V77, P60, DOI 10.1177/003804070407700103
   DIENER CI, 1978, J PERS SOC PSYCHOL, V36, P451, DOI 10.1037/0022-3514.39.5.940
   DIX T, 1991, PSYCHOL BULL, V110, P3, DOI 10.1037/0033-2909.110.1.3
   DuPaul GJ, 2004, J SCHOOL PSYCHOL, V42, P285, DOI 10.1016/j.jsp.2004.05.001
   Eisenberg N, 2005, CHILD DEV, V76, P1055, DOI 10.1111/j.1467-8624.2005.00897.x
   ENTWISLE DR, 1988, ELEM SCHOOL J, V88, P449, DOI 10.1086/461550
   FELDHUSEN JF, 1970, J EXP EDUC, V38, P4, DOI 10.1080/00220973.1970.11011207
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   FUNDER DC, 1983, J PERS SOC PSYCHOL, V44, P1198, DOI 10.1037/0022-3514.44.6.1198
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Future of Children, 2005, SCH READ CLOS RAC ET, V15
   Gest SD, 2005, J SCHOOL PSYCHOL, V43, P281, DOI 10.1016/j.jsp.2005.06.002
   GETTINGER M, 1985, J EDUC PSYCHOL, V77, P3, DOI 10.1037/0022-0663.77.1.3
   GREEN JA, 1992, DEV PSYCHOL, V28, P215, DOI 10.1037/0012-1649.28.2.215
   GREENWOOD CR, 1991, EXCEPT CHILDREN, V57, P521, DOI 10.1177/001440299105700606
   Grusec J.E., 1997, Parenting and children's internalizations of values: A handbook of contemporary theory
   Hamre BK, 2005, CHILD DEV, V76, P949, DOI 10.1111/j.1467-8624.2005.00889.x
   Hamre BK, 2001, CHILD DEV, V72, P625, DOI 10.1111/1467-8624.00301
   HAMRE BK, 2006, M SOC PREV RES SAN A
   HOWES C, 1994, CHILD DEV, V65, P253, DOI 10.2307/1131379
   HUESMANN LR, 1987, J PERS SOC PSYCHOL, V52, P232, DOI 10.1037/0022-3514.52.1.232
   Hughes J, 2007, J EDUC PSYCHOL, V99, P39, DOI 10.1037/0022-0663.99.1.39
   Hughes JN, 2006, J SCHOOL PSYCHOL, V43, P465, DOI 10.1016/j.jsp.2005.10.001
   Hughes JN, 2001, J SCHOOL PSYCHOL, V39, P289, DOI 10.1016/S0022-4405(01)00074-7
   ISEN AM, 1984, J PERS SOC PSYCHOL, V47, P1206, DOI 10.1037/0022-3514.47.6.1206
   John O. P., 1999, BIG 5 TRAIT TAXONOMY
   Joussemet M, 2005, J PERS, V73, P1215, DOI 10.1111/j.1467-6494.2005.00347.x
   Ladd GW, 1999, CHILD DEV, V70, P1373, DOI 10.1111/1467-8624.00101
   Lerner R.M., 1998, THEORETICAL MODELS H, V1, P1
   Little M, 2003, J CLIN CHILD ADOLESC, V32, P127, DOI 10.1207/S15374424JCCP3201_12
   Mackinnon David P, 2004, Multivariate Behav Res, V39, P99
   McCallum R.S., 1997, CONT INTELLECTUAL AS, P268
   Meehan BT, 2003, CHILD DEV, V74, P1145, DOI 10.1111/1467-8624.00598
   MIDGLEY C, 1989, CHILD DEV, V60, P981, DOI 10.2307/1131038
   Miles SB, 2006, CHILD DEV, V77, P103, DOI 10.1111/j.1467-8624.2006.00859.x
   Muthen L. K., 2012, Mplus user's guide (1998-2012), VSeventh
   *NAT I CHILD HLTH, 2004, MON SOC RES CHILD DE, V2780
   Normandeau S, 1998, J EDUC PSYCHOL, V90, P111, DOI 10.1037/0022-0663.90.1.111
   PALLAS AM, 1987, SOCIOL EDUC, V60, P257, DOI 10.2307/2112561
   Perry KE, 1998, EDUC PSYCHOL-US, V33, P177, DOI 10.1207/s15326985ep3304_3
   Pianta R., 2006, HDB EARLY LITERACY R, VII, P149
   Pianta R.C., 1992, PARENT ROLE OTHER AD, V57, P61, DOI [10.1002/cd.23219925706, DOI 10.1002/CD.23219925706]
   PIANTA RC, 1995, DEV PSYCHOPATHOL, V7, P295, DOI 10.1017/S0954579400006519
   Pianta RC, 2004, SCHOOL PSYCHOL REV, V33, P444
   REYNOLDS AJ, 1993, MERRILL PALMER QUART, V39, P457
   REYNOLDS R, 2006, PL 3 ED PROGRAMS PRA
   Ridley S.M., 2000, EARLY EDUC DEV, V11, P133, DOI [DOI 10.1207/S15566935EED1102_1, 10.1207/s15566935eed1102_1]
   Rimm-Kaufman SE, 2000, J APPL DEV PSYCHOL, V21, P491, DOI 10.1016/S0193-3973(00)00051-4
   Rimm-Kaufman SE, 2005, ELEM SCHOOL J, V105, P377, DOI 10.1086/429948
   Roeser RW, 1999, J ADOLESCENT RES, V14, P135, DOI 10.1177/0743558499142002
   Rothbart M. K., 2006, HDB CHILD PSYCHOL, P99, DOI [DOI 10.1002/9780470147658.CHPSY0303, 10.1002/9780470147658.chpsy0303]
   ROTHBART MK, 1994, J ABNORM PSYCHOL, V103, P55, DOI 10.1037/0021-843X.103.1.55
   Rothbart MK, 1998, SCHOOL PSYCHOL REV, V27, P479
   Ryan R.M., 1994, J EARLY ADOLESCENCE, V14, P226, DOI [10.1177/027243169401400207, DOI 10.1177/027243169401400207]
   SAMEROFF A, 1975, HUM DEV, V18, P65, DOI 10.1159/000271476
   Sameroff A.J., 1989, Relationship disturbances in early childhood, P17
   Schafer J.L., 1997, ANAL INCOMPLETE MULT, DOI [DOI 10.1201/, DOI 10.1201/9781439821862]
   Shonkoff J., 2000, From Neurons to Neighborhoods: The Science of Early Childhood Development, DOI DOI 10.17226/9824
   Silver RB, 2005, J SCHOOL PSYCHOL, V43, P39, DOI 10.1016/j.jsp.2004.11.003
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   STEVENSON HW, 1986, CHILD DEV, V57, P646, DOI 10.2307/1130343
   Thompson B., 2004, EXPLORATORY CONFIRMA
   Thompson R.A., 1999, DEV PSYCHOL, V4th, P377
   Trzesniewski KH, 2006, CHILD DEV, V77, P72, DOI 10.1111/j.1467-8624.2006.00857.x
   WENTZEL KR, 1991, REV EDUC RES, V61, P1, DOI 10.2307/1170665
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Woodcock R.W., 1989, WOODCOCKJOHNSON PSYC
   Woodcock R.W., 2001, WOODCOCKJOHNSON 3 TE
   WOODCOCK RW, 2001, WOODCOCKMUNOZ LANGUA
NR 94
TC 414
Z9 650
U1 8
U2 133
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD FEB
PY 2008
VL 100
IS 1
BP 1
EP 14
DI 10.1037/0022-0663.100.1.1
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 265CY
UT WOS:000253337900001
PM 19578558
OA Green Accepted
DA 2024-07-19
ER

PT J
AU Bodovski, K
   Farkas, G
AF Bodovski, Katerina
   Farkas, George
TI Mathematics growth in early elementary school: The roles of beginning
   knowledge, student engagement, and instruction
SO ELEMENTARY SCHOOL JOURNAL
LA English
DT Article; Proceedings Paper
CT Annual Meeting of the American-Educational-Research-Association
CY APR 07-11, 2006
CL San Francisco, CA
SP Amer Educ Res Assoc, Inst Educ Sci, US Dept Educ
ID LEARNING-DIFFICULTIES; NUMBER SENSE; CHILDREN; ACHIEVEMENT; DISABILITY;
   RISK; PERFORMANCE; RESILIENCE; ETHNICITY; OUTCOMES
AB We used the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) data to examine how important mathematics readiness levels are to subsequent achievement growth and the efficacy of instruction and engagement in producing such growth. The ECLS-K selected a nationally representative sample of kinder-gartners in fall 1998 and is following these children through the end of eighth grade. We employed the standardized mathematics assessments that were administered to the students by ECLS-K staff. Separately for students who began kindergarten with low, medium-low, medium-high, and high mathematics skill, we examined achievement growth through third grade and the effects of teacher-reported time on mathematics instruction and student engagement (as perceived by the teacher) on such growth. We found that students who began with the lowest achievement also showed the least growth over this period. Students in the two highest skills groups had similar growth, and the highest levels of growth. Students in the lowest group received the most time on instruction but had the lowest engagement with instruction. Time on instruction increased achievement for all students equally, but the effect of engagement was strongest among the lowest-performing group. The lower engagement of the lowest-performing group explained more than half of their lower achievement growth in grades K-3. If inequality in mathematics achievement is to be reduced, teachers must make greater efforts to improve the beginning knowledge and academic engagement of this group.
C1 Penn State Univ, University Pk, PA 16802 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park
RP Bodovski, K (corresponding author), Penn State Univ, University Pk, PA 16802 USA.
RI Hoffman, Shannah K/B-4104-2012
OI Bodovski, Katerina/0000-0003-1997-5214
CR Alexander KL, 1997, SOCIOL EDUC, V70, P87, DOI 10.2307/2673158
   [Anonymous], 1993, School engagement and students at risk
   Aunola K, 2004, J EDUC PSYCHOL, V96, P699, DOI 10.1037/0022-0663.96.4.699
   Barr R., 1983, How schools work
   Bast J, 1997, MULTIVAR BEHAV RES, V32, P135, DOI 10.1207/s15327906mbr3202_3
   Bloom B., 1976, Human characteristics and school learning
   Bloom B., 1984, Educational Researcher, V13, P4, DOI DOI 10.3102/0013189X013006004
   BODOVSKI K, 2005, DO INSTRUCTIONAL PRA
   Borman GD, 2004, ELEM SCHOOL J, V104, P177, DOI 10.1086/499748
   Brophy J. E., 1982, 51 MICH STAT U I RES
   BROWN BW, 1986, AM J EDUC, V94, P480, DOI 10.1086/443863
   CARROLL JB, 1963, TEACH COLL REC, V64, P723
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   CSIKSZENTMIHALY.M, 1997, FINDING FLOW PSYCHOL
   CSIKSZENTMIHALY.M, 1996, FLOW PSYCHOL OPTIMAL
   DREEBEN R, 1988, SOCIOL EDUC, V61, P129, DOI 10.2307/2112622
   DREEBEN R, 1986, AM SOCIOL REV, V51, P660, DOI 10.2307/2095491
   DURAN BJ, 1992, AM EDUC RES J, V29, P163, DOI 10.2307/1162906
   FARKAS G, 1990, AM SOCIOL REV, V55, P127, DOI 10.2307/2095708
   Farkas G., 1996, HUMAN CAPITAL CULTUR
   Finn JD, 1997, J APPL PSYCHOL, V82, P221, DOI 10.1037/0021-9010.82.2.221
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Geary DC, 2005, J LEARN DISABIL-US, V38, P305, DOI 10.1177/00222194050380040401
   Geary DC, 2004, J LEARN DISABIL-US, V37, P4, DOI 10.1177/00222194040370010201
   Griffin S, 2004, EARLY CHILD RES Q, V19, P173, DOI 10.1016/j.ecresq.2004.01.012
   Griffin S., 1997, ISSUES ED, V3, P1
   HALLINAN MT, 1994, SOCIOL EDUC, V67, P79, DOI 10.2307/2112697
   Hanich LB, 2001, J EDUC PSYCHOL, V93, P615, DOI 10.1037/0022-0663.93.3.615
   Hultsch DF, 2002, INT J BEHAV DEV, V26, P345, DOI 10.1080/01650250143000247
   Johnson MK, 2001, SOCIOL EDUC, V74, P318, DOI 10.2307/2673138
   Jordan N.C., 2003, LEARNING DISABILITIE, V18, P213, DOI DOI 10.1111/1540-5826.00076
   Jordan NC, 2006, CHILD DEV, V77, P153, DOI 10.1111/j.1467-8624.2006.00862.x
   Jordan NC, 2003, CHILD DEV, V74, P834, DOI 10.1111/1467-8624.00571
   Jordan NC, 2002, J EDUC PSYCHOL, V94, P586, DOI 10.1037//0022-1663.3.586
   Kerckhoff AC, 1999, RES SOC EDU, V12, P35
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   Mazzocco MMM, 2003, ANN DYSLEXIA, V53, P218, DOI 10.1007/s11881-003-0011-7
   Mazzocco MNM, 2005, J LEARN DISABIL-US, V38, P318, DOI 10.1177/00222194050380040701
   National Center for Education Statistics, 2002, US MAN ECLS K 1 GRAD
   NEWMANN FM, 1981, HARVARD EDUC REV, V51, P546, DOI 10.17763/haer.51.4.xj67887u87l5t66t
   NEWMANN FM, 1992, STUDENT ENGAGEMENT A
   Phillips LM, 2002, J EDUC PSYCHOL, V94, P3, DOI 10.1037//0022-0663.94.1.3
   Rathunde K, 2005, AM J EDUC, V111, P341, DOI 10.1086/428885
   REYNOLDS AJ, 1992, J RES MATH EDUC, V23, P306, DOI 10.2307/749308
   Rosenbaum J.E., 2001, COLL ALL CAREER PATH
   Shouse R., 1997, REDESIGNING AM ED, P60
   Smerdon BA, 1999, RES SOC EDU, V12, P103
   STANOVICH KE, 1986, READ RES QUART, V21, P360, DOI 10.1598/RRQ.21.4.1
   Steinberg L., 1996, Beyond the classroom: Why school reform has failed and what parents need to do
   Walberg H.J., 1986, HDB RES TEACHING, V3rd, P214
   Walberg H.J., 1994, Peabody Journal of Education, V69, P86, DOI DOI 10.1080/01619569409538779
   WANG MC, 1993, REV EDUC RES, V63, P249, DOI 10.2307/1170546
   WILLIAMSON GL, 1991, J EDUC MEAS, V28, P61, DOI 10.1111/j.1745-3984.1991.tb00344.x
   Yair G, 2000, SOCIOL EDUC, V73, P155
NR 54
TC 166
Z9 273
U1 1
U2 35
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 1427 E 60TH ST, CHICAGO, IL 60637-2954 USA
SN 0013-5984
J9 ELEM SCHOOL J
JI Elem. Sch. J.
PD NOV
PY 2007
VL 108
IS 2
BP 115
EP 130
DI 10.1086/525550
PG 16
WC Education & Educational Research
WE Conference Proceedings Citation Index - Social Science &amp; Humanities (CPCI-SSH); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 227FM
UT WOS:000250642600003
DA 2024-07-19
ER

PT J
AU Horstmanshof, L
   Zimitat, C
AF Horstmanshof, Louise
   Zimitat, Craig
TI Future time orientation predicts academic engagement among first-year
   university students
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID PERSPECTIVE
AB Background. Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement.
   Aims. This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose that there are significant relationships between psychological and behavioural elements of student engagement. We also posit that time orientation is an important factor in facilitating psychological and behavioural elements of student engagement.
   Sample. Participants (N = 347) were first-year undergraduate students who had completed one semester of study and re-enrolled for a further semester of study at an Australian university.
   Methods. Participants were surveyed using instruments designed to measure Academic Application, Academic Orientation (McInnis, James, & Hartley, 2000), Time Perspective (Zimbardo & Boyd, 1999), the shortened version of the Study Process Questionnaire (Fox, McManus, & Winder, 2001) and hours spent preparing for class.
   Results. There were interrelationships between the elements of student engagement (e.g. Academic Application) with productive educational behaviours (e.g. deep approach to learning). Students' perceptions of time appeared as a key factor mediating levels of Academic Application and Academic Orientation. Orientation to the Future emerged as a significant predictor of these elements of engagement.
   Conclusions. Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study. Interventions focusing on the development of time perspective may be helpful in encouraging and supporting academic engagement and, ultimately, persistence in higher education.
C1 Griffith Univ, Grifith Inst Higher Educ, Brisbane, Qld 4111, Australia.
C3 Griffith University
RP Zimitat, C (corresponding author), Univ Tasmania, Ctr Adv Learning & Teaching, Launceston, Tas 7250, Australia.
EM craig.zimitat@utas.edu.au
RI zhang, joseph/H-1070-2011; Zimitat, Craig/B-1759-2008; Horstmanshof,
   Louise/A-8664-2018
OI Zimitat, Craig/0000-0002-9073-095X; Horstmanshof,
   Louise/0000-0002-0749-1231
CR ASTIN AW, 1984, J COLL STUDENT DEV, V25, P297
   BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173, DOI 10.1037/0022-3514.51.6.1173
   Broadbridge A, 2005, J EDUC WORK, V18, P235, DOI 10.1080/13639080500086008
   Brown W.T., 2004, Journal of Black Psychology, V30, P248, DOI [DOI 10.1177/0095798403260727, 10.1177/0095798403260727]
   Choy S.P., 2002, Access and persistence: Findings from 10 years of longitudinal research on students
   Cohen J., 1988, STAT POWER ANAL BEHA
   *DEST, 2004, INT HIGH ED STUD THE
   *DEST, 2005, HIGH ED REP 2004 200
   Fogarty G. J., 1997, HIGHER ED RES DEV, V16, P321
   Fox RA, 2001, BRIT J EDUC PSYCHOL, V71, P511, DOI 10.1348/000709901158659
   FRYMIER AB, 1995, COMMUN EDUC, V44, P40, DOI 10.1080/03634529509378996
   HORSTMANSHOF L, 2003, ED RES RISKS DIL
   Krause K.-L., 2005, The First Year Experience in Australian Universities: Findings from a Decade of National Studies Centre for Studies in Higher Education
   Lens W., 2005, AIOSP C CAR CONT NEW
   Lizzio A, 2004, STUD HIGH EDUC, V29, P109, DOI 10.1080/1234567032000164903
   McInerney DM, 2004, EDUC PSYCHOL REV, V16, P141, DOI 10.1023/B:EDPR.0000026610.18125.a3
   McInnis C., 2000, TRENDS 1 YEAR EXPERI
   McInnis C., 2004, Retention and student success in higher education, P32
   McInnis C., 2001, Higher Education Research Development, V20, P105, DOI [DOI 10.1080/07294360125188, DOI 10.1080/07294360120064376]
   McInnis C., 1995, First Year on Campus: Diversity in the Initial Experiences of Australian Undergraduates
   *NCES, 2000, PROF UND US PROSTS I
   Pascarella E.T., 2005, How college affects students: A third decade of research, V2
   PETERSON SL, 2001, J COLL STUDENT RETEN, V3
   Phalen RF, 2004, INHAL TOXICOL, V16, P1, DOI 10.1080/08958370490442809
   Ramsden P., 2003, Learning to Teach in Higher Education, V2nd ed, DOI DOI 10.1080/03075079312331382498
   Simons J, 2004, EDUC PSYCHOL REV, V16, P121, DOI 10.1023/B:EDPR.0000026609.94841.2f
   Thomas L., 2003, International insights into widening participation: supporting the success of under-represented groups in tertiary education
   Tinto V., 1993, LEAVING COLL RETHINK, DOI DOI 10.7208/CHICAGO/9780226922461.001.0001
   TZE D, 2005, ANN C HIGH ED RES DE
   Zimbardo PG, 1997, PERS INDIV DIFFER, V23, P1007, DOI 10.1016/S0191-8869(97)00113-X
   Zimbardo PG, 1999, J PERS SOC PSYCHOL, V77, P1271, DOI 10.1037/0022-3514.77.6.1271
   ZIMITAT C, 2004, NZARE C WELL NZ 24 2
NR 32
TC 153
Z9 242
U1 3
U2 76
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-0998
EI 2044-8279
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD SEP
PY 2007
VL 77
BP 703
EP 718
DI 10.1348/000709906X160778
PN 3
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 215BW
UT WOS:000249784300012
PM 17908382
DA 2024-07-19
ER

PT J
AU Smalls, C
   White, R
   Chavous, T
   Sellers, R
AF Smalls, Ciara
   White, Rhonda
   Chavous, Tabbye
   Sellers, Robert
TI Racial ideological beliefs and racial discrimination experiences as
   predictors of academic engagement among African American adolescents
SO JOURNAL OF BLACK PSYCHOLOGY
LA English
DT Article
DE academic engagement; racial identity; racial attitudes; discrimination;
   adolescents
ID GENDER-DIFFERENCES; SCHOOL ADJUSTMENT; ASIAN-AMERICAN; BLACK-STUDENTS;
   SELF-ESTEEM; IDENTITY; ACHIEVEMENT; IDENTIFICATION; PERCEPTIONS;
   MOTIVATION
AB Adolescents' understandings of their social identities and related personal experiences influence their adaptations and responses within domains in which those identities are salient. The authors explore associations of racial identity beliefs regarding how Blacks should act, think, and behave (racial ideologies) and racial discrimination experiences with academic engagement outcomes among 390 African American adolescents in Grades 7 to 10. Results indicate that youths' endorsement of ideological beliefs emphasizing being more like Whites (assimilation ideology) related to more fears of being viewed as high achievers by peers (public oppositional academic identification), lower academic persistence and curiosity, and more school behavioral problems. Emphasizing commonalties with Blacks and other oppressed groups (minority ideology) related to positive engagement outcomes. Youths reporting more racial discrimination showed lower school engagement. Finally,, racial ideologies moderated the relationship between discrimination and academic outcomes, such that youths holding stronger assimilation views showed lower academic identification when reporting racial discrimination, relative to Youth who endorsed those views less. Findings are discussed relative to their potential impact on ethnic minority achievement research and educational practice.
C1 Univ Michigan, Ann Arbor, MI 48109 USA.
C3 University of Michigan System; University of Michigan
RP Smalls, C (corresponding author), Univ Michigan, Ann Arbor, MI 48109 USA.
CR Aiken L.S., 1991, MULTIPLE REGRESSION
   Altschul I, 2006, CHILD DEV, V77, P1155, DOI 10.1111/j.1467-8624.2006.00926.x
   Aronson J, 2004, PSYCHOL SCI, V15, P829, DOI 10.1111/j.0956-7976.2004.00763.x
   Aronson J., 2002, Improving academic achievement: Impact of psychological factors on education, P279, DOI DOI 10.1016/B978-012064455-1/50017-8
   ARROYO CG, 1995, J PERS SOC PSYCHOL, V69, P903, DOI 10.1037/0022-3514.69.5.903
   Bandura A., 1997, SELF EFFICACY EXERCI
   Branscombe NR, 1999, J PERS SOC PSYCHOL, V77, P135, DOI 10.1037/0022-3514.77.1.135
   Brody GH, 2006, CHILD DEV, V77, P1170, DOI 10.1111/j.1467-8624.2006.00927.x
   Brown CS, 2005, CHILD DEV, V76, P533, DOI 10.1111/j.1467-8624.2005.00862.x
   Caldwell CH, 2004, AM J COMMUN PSYCHOL, V33, P91, DOI 10.1023/B:AJCP.0000014321.02367.dd
   Carter P.L., 2006, ACTING WHITE, P111
   CHAVOUS T, IN PRESS CULTURE MOT
   Chavous TM, 2003, CHILD DEV, V74, P1076, DOI 10.1111/1467-8624.00593
   CHAVOUS TM, 2007, UNPUB GENDER MATTERS
   Cohen J, 2003, APPL MULTIPLE REGRES, DOI DOI 10.4324/9780203774441
   Coll CG, 1996, CHILD DEV, V67, P1891, DOI 10.2307/1131600
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   CROCKER J, 1989, PSYCHOL REV, V96, P608, DOI 10.1037/0033-295X.96.4.608
   Cross W.E., 1998, AFRICAN AM IDENTITY
   Cross WE, 1999, RACIAL AND ETHNIC IDENTITY IN SCHOOL PRACTICES, P29
   Davidson A.L., 1996, Making and molding identity in schools student narratives on race, gender, and academic engagement
   Davis C, 2006, J BLACK PSYCHOL, V32, P399, DOI 10.1177/0095798406292464
   Delpit Lisa., 1995, Other People's Children: Cultural Conflict in The Classroom
   DEMO DH, 1990, SOC PSYCHOL QUART, V53, P364, DOI 10.2307/2786741
   DEMO DH, 1987, J SOC PSYCHOL, V127, P345, DOI 10.1080/00224545.1987.9713714
   DuBois DL, 2002, CHILD DEV, V73, P1573, DOI 10.1111/1467-8624.00491
   Finn JD, 1997, J APPL PSYCHOL, V82, P221, DOI 10.1037/0021-9010.82.2.221
   Fisher CB, 2000, J YOUTH ADOLESCENCE, V29, P679, DOI 10.1023/A:1026455906512
   FORD D, 1997, ROEPER REV, V20, P1
   Ford DY, 1996, CHILD DEV, V67, P1141, DOI 10.1111/j.1467-8624.1996.tb01787.x
   FORDHAM S, 1988, HARVARD EDUC REV, V58, P54, DOI 10.17763/haer.58.1.c5r77323145r7831
   Fordham S., 1986, The Urban Review, V18, P176, DOI [https://doi.org/10.1007/BF01112192, DOI 10.1007/BF01112192]
   Garcia T., 1994, SELF REGULATION LEAR, P127
   GRAHAM S, 1994, REV EDUC RES, V64, P55, DOI 10.3102/00346543064001055
   Greene ML, 2006, DEV PSYCHOL, V42, P218, DOI 10.1037/0012-1649.42.2.218
   HARRELL S, 1997, UNPUB RACISM LIFE EX
   HOYT KB, 1989, CAREER DEV Q, V37, P202, DOI 10.1002/j.2161-0045.1989.tb00822.x
   KAUFAMAN P, 2001, 2002114 NCES US DEP
   LADSONBILLINGS G, 1995, THEOR PRACT, V34, P159, DOI 10.1080/00405849509543675
   Major B., 1998, Prejudice: The target's perspective, P219, DOI DOI 10.1016/B978-012679130-3/50045-4
   Markus HR, 2000, DAEDALUS-US, V129, P233
   McAllister G, 2000, REV EDUC RES, V70, P3, DOI 10.3102/00346543070001003
   Mendoza-Denton R, 2002, J PERS SOC PSYCHOL, V83, P896, DOI 10.1037//0022-3514.83.4.896
   MICKELSON RA, 1990, SOCIOL EDUC, V63, P44, DOI 10.2307/2112896
   Neblett E.W., 2004, Racial Identity in Context: The legacy of Kenneth B. Clark, P77, DOI DOI 10.1037/10812-005
   O'Connor C, 1999, SOCIOL EDUC, V72, P137, DOI 10.2307/2673226
   O'Connor C., 2006, ACTING WHITE REFRAMI, P1
   Osborne JW, 1997, J EDUC PSYCHOL, V89, P728, DOI 10.1037/0022-0663.89.4.728
   OYSERMAN D, 1995, J PERS SOC PSYCHOL, V69, P1216, DOI 10.1037/0022-3514.69.6.1216
   Pajares F, 1996, REV EDUC RES, V66, P543, DOI 10.3102/00346543066004543
   Pajares F., 2005, INT ADV SELF RES, P95
   Perry T., 1993, 16 CTR FAM COMM SCH
   Phinney J.S., 1989, J EARLY ADOLESCENCE, V9, P34, DOI DOI 10.1177/0272431689091004
   PHINNEY JS, 1990, PSYCHOL BULL, V108, P499, DOI 10.1037/0033-2909.108.3.499
   Pintrich P.R., 1994, Journal of Early Adolescence, V14, P139, DOI [DOI 10.1177/027243169401400204, 10.1177/027243169401400204]
   Powell CL, 2003, J EDUC RES, V96, P175, DOI 10.1080/00220670309598805
   RIVAS D, IN PRESS CULTURE MOT
   ROGOSA D, 1980, PSYCHOL BULL, V88, P307, DOI 10.1037/0033-2909.88.2.307
   Rosenbloom SR, 2004, YOUTH SOC, V35, P420, DOI 10.1177/0044118X03261479
   Rousseau C, 2003, THEOR PRACT, V42, P210, DOI 10.1353/tip.2003.0035
   Rowley SJ, 2003, SELF IDENTITY, V2, P287, DOI 10.1080/714050249
   Ryan AM, 2001, CHILD DEV, V72, P1135, DOI 10.1111/1467-8624.00338
   Sanders MG, 1998, URBAN EDUC, V33, P385, DOI 10.1177/0042085998033003005
   Saunders J, 2004, J YOUTH ADOLESCENCE, V33, P81, DOI 10.1023/A:1027390531768
   SCOTTHAM KM, 2007, UNPUB MULTIDIMENSION
   SEATON EK, 2005, UNPUB PERCEIVED RACI
   Sellers R M, 1998, Pers Soc Psychol Rev, V2, P18, DOI 10.1207/s15327957pspr0201_2
   Sellers R.M., 1998, J BLACK PSYCHOL, V24, P8, DOI DOI 10.1177/00957984980241002
   Sellers R.M., 1998, AFRICAN AM IDENTITY
   Sellers RM, 2006, J RES ADOLESCENCE, V16, P187, DOI 10.1111/j.1532-7795.2006.00128.x
   Sellers RM, 2003, J HEALTH SOC BEHAV, V44, P302, DOI 10.2307/1519781
   Sellers RM, 2003, J PERS SOC PSYCHOL, V84, P1079, DOI 10.1037/0022-3514.84.5.1079
   Sellers RM, 1997, J PERS SOC PSYCHOL, V73, P805, DOI 10.1037/0022-3514.73.4.805
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Spencer M.B., 1995, RACIAL ETHNIC IDENTI, V1st, P31
   Spencer MB, 1997, DEV PSYCHOPATHOL, V9, P817, DOI 10.1017/S0954579497001454
   Spencer MB, 2001, EDUC PSYCHOL, V36, P21, DOI 10.1207/S15326985EP3601_3
   Spencer MB, 1999, EDUC PSYCHOL-US, V34, P43, DOI 10.1207/s15326985ep3401_4
   Steele CM, 1997, AM PSYCHOL, V52, P613, DOI 10.1037/0003-066X.52.6.613
   STEELE CM, 1995, J PERS SOC PSYCHOL, V69, P797, DOI 10.1037/0022-3514.69.5.797
   STEINBERG L, 1992, AM PSYCHOL, V47, P723, DOI 10.1037/0003-066X.47.6.723
   Stevenson H.C., 1995, Journal of Black Psychology, V21, P49, DOI DOI 10.1177/00957984950211005
   Taylor R.D., 1994, J RES ADOLESCENCE, V4, P21, DOI [10.1207/s15327795jra04013, DOI 10.1207/S15327795JRA04013, 10.1207/s15327795jra0401_3, DOI 10.1207/S15327795JRA0401_3]
   Thomas DE, 2003, AM J COMMUN PSYCHOL, V32, P217, DOI 10.1023/B:AJCP.0000004743.37592.26
   THOMPSON VLS, 1995, J RES PERS, V29, P208, DOI 10.1006/jrpe.1995.1012
   Tyson K., 2006, ACTING WHITE, P57
   Ward J., 1990, Making connections: The relational worlds of adolescent girls at Emma Willard School, P215
   Ward J.V., 1990, Making connections: The relational worlds and adolescent girls at Emma Willard School
   Wong CA, 2003, J PERS, V71, P1197, DOI 10.1111/1467-6494.7106012
   Zimmerman MA, 2002, AM J COMMUN PSYCHOL, V30, P221, DOI 10.1023/A:1014632911622
   ZIRKEL S, 2006, BIENN M SOC PERS SOC
NR 91
TC 161
Z9 326
U1 1
U2 32
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0095-7984
EI 1552-4558
J9 J BLACK PSYCHOL
JI J. Black Psychol.
PD AUG
PY 2007
VL 33
IS 3
BP 299
EP 330
DI 10.1177/0095798407302541
PG 32
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 191ZR
UT WOS:000248171000004
DA 2024-07-19
ER

PT J
AU Kindermann, TA
AF Kindermann, Thomas A.
TI Effects of naturally existing peer groups on changes in academic
   engagement in a cohort of sixth graders
SO CHILD DEVELOPMENT
LA English
DT Article
ID SOCIAL NETWORK CENTRALITY; AFRICAN-AMERICAN; INDIVIDUAL DEVELOPMENT;
   CHILDRENS ENGAGEMENT; SCHOOL; ACHIEVEMENT; MOTIVATION; BEHAVIOR;
   FRIENDS; CONTEXT
AB This study examined the effects of peer groups on changes in academic engagement in 11- to 13-year-old children. From the entire cohort of 366 sixth graders in a town, 87% participated at the beginning and end of the school year. Peer groups were assessed using socio-cognitive mapping; as an indicator of motivation, teachers reported on students' classroom engagement. Peer groups were homogeneous in terms of engagement, and despite considerable member turnover across time, their motivational composition remained fairly intact. Peer group engagement levels in the fall predicted changes in children's motivation across time. Although the magnitude of effects was relatively small, evidence for group influences persisted when controlling for peer selection and the influence of teacher and parent involvement.
C1 Portland State Univ, Dept Psychol, Portland, OR 97207 USA.
C3 Portland State University
RP Kindermann, TA (corresponding author), Portland State Univ, Dept Psychol, POB 751, Portland, OR 97207 USA.
EM kindermannt@pdx.edu
RI Kindermann, Thomas A/A-5307-2008
OI Kindermann, Thomas A/0000-0003-4546-9649
FU NICHD NIH HHS [1R15 HD37848-01, 1R15HD31687-01] Funding Source: Medline
CR Altermatt ER, 2003, J EDUC PSYCHOL, V95, P111, DOI 10.1037/0022-0663.95.1.111
   Altermatt ER, 2002, DEV PSYCHOL, V38, P903, DOI 10.1037//0012-1649.38.6.903
   Arbuckle J.L., 2003, AMOS 5
   Baltes M.M., 1996, The many faces of dependency in old age
   Berndt TJ, 1999, MERRILL PALMER QUART, V45, P13
   BERNDT TJ, 1990, J EDUC PSYCHOL, V82, P664, DOI 10.1037/0022-0663.82.4.664
   Bierman K.L., 2004, PEER REJECTION DEV P
   Bronfenbrenner U., 1998, The ecology of developmental processes, V5th, P993, DOI DOI 10.1002/9780470147658.CHPSY0114
   Brown B.B., 1999, Measuring environment across the life span: Emerging methods and concepts, P59, DOI DOI 10.1037/10317-003
   Buhs ES, 2006, J EDUC PSYCHOL, V98, P1, DOI 10.1037/0022-0663.98.1.1
   Bukowski W.M., 1998, NEW DIRECTIONS CHILD
   Cairns R. B., 1985, J EARLY ADOLESC, V5, P339, DOI [10.1177/0272431685053007, DOI 10.1177/0272431685053007]
   CAIRNS RB, 1990, UNPUB IDENTIFYING SO
   CAIRNS RB, 1994, LIFETIME RISKS PATHW
   Chen XY, 2005, CHILD DEV, V76, P417, DOI 10.1111/j.1467-8624.2005.00854.x
   Chen XY, 2003, CHILD DEV, V74, P710, DOI 10.1111/1467-8624.00564
   Connell J.P., 1990, The self in transition: Infancy to childhood, P61
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   CONNELL JP, 1995, J ADOLESCENT RES, V10, P41, DOI 10.1177/0743554895101004
   DISHION TJ, 1995, CHILD DEV, V66, P139, DOI 10.1111/j.1467-8624.1995.tb00861.x
   Eccles J. S., 1998, Handbook of child psychology: Vol. 3. Social, emotional, V5th ed., P1017, DOI DOI 10.1002/9780470147658
   Englund MM, 2004, J EDUC PSYCHOL, V96, P723, DOI 10.1037/0022-0663.96.4.723
   ENNETT ST, 1994, J PERS SOC PSYCHOL, V67, P653, DOI 10.1037/0022-3514.67.4.653
   Farmer TW, 1996, SOC DEV, V5, P174, DOI 10.1111/j.1467-9507.1996.tb00079.x
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   FLETCHER AC, 1995, DEV PSYCHOL, V31, P300, DOI 10.1037/0012-1649.31.2.300
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Gest SD, 2001, SOC DEV, V10, P23, DOI 10.1111/1467-9507.00146
   Gest SD, 2003, SOC DEV, V12, P513, DOI 10.1111/1467-9507.00246
   Goldstein SE, 2005, DEV PSYCHOL, V41, P401, DOI 10.1037/0012-1649.41.2.401
   Graham S, 1998, J EDUC PSYCHOL, V90, P606, DOI 10.1037/0022-0663.90.4.606
   GROLNICK WS, 1994, CHILD DEV, V65, P237, DOI 10.2307/1131378
   Guay F, 1999, J EDUC PSYCHOL, V91, P105, DOI 10.1037/0022-0663.91.1.105
   Hamm JV, 2000, DEV PSYCHOL, V36, P209, DOI 10.1037/0012-1649.36.2.209
   HARRIS JR, 1995, PSYCHOL REV, V102, P458, DOI 10.1037/0033-295X.102.3.458
   Hawley PH, 2002, INT J BEHAV DEV, V26, P466, DOI 10.1080/01650250143000427
   Hodges EVE, 2003, NEW DIR CHILD ADOLES, V102, P1, DOI 10.1002/cd.v2003:102
   Jaccard J, 2005, DEV PSYCHOL, V41, P135, DOI 10.1037/0012-1649.41.1.135
   Jimerson S.R., 2003, CALIFORNIA SCH PSYCH, V8, P7, DOI [DOI 10.1007/BF03340893, 10.1007/BF03340893, 10.1007/bf03340893]
   Juvonen J, 2000, J EDUC PSYCHOL, V92, P349, DOI 10.1037//0022-0663.92.2.349
   KANDEL DB, 1978, AM J SOCIOL, V84, P427, DOI 10.1086/226792
   Kiesner J, 2003, CHILD DEV, V74, P1328, DOI 10.1111/1467-8624.00610
   Kindermann T, 2003, HANDBOOK OF DEVELOPMENTAL PSYCHOLOGY, P407
   Kindermann T.A., 1996, Social motivation: Understanding children's school adjustment, P279
   KINDERMANN TA, 1993, DEV PSYCHOL, V29, P970, DOI 10.1037/0012-1649.29.6.970
   Kindermann TA, 1996, SOC DEV, V5, P158, DOI 10.1111/j.1467-9507.1996.tb00078.x
   Kurdek LA, 2000, J EDUC PSYCHOL, V92, P449, DOI 10.1037//0022-0663.92.3.449
   Ladd GW, 1999, CHILD DEV, V70, P1373, DOI 10.1111/1467-8624.00101
   Laursen B, 2005, INT J BEHAV DEV, V29, P97, DOI 10.1080/01650250444000450
   Leung MC, 1996, SOC DEV, V5, P146, DOI 10.1111/j.1467-9507.1996.tb00077.x
   Levy Epstein Joyce, 1983, Friends in school, P177, DOI DOI 10.1016/B978-0-12-240540-2.50017-7
   Moreno J.L., 1934, NERVOUS MENTAL DIS M, DOI DOI 10.1037/10648-000
   MOUNTS NS, 1995, DEV PSYCHOL, V31, P915, DOI 10.1037/0012-1649.31.6.915
   Noack P, 2004, J EDUC PSYCHOL, V96, P714, DOI 10.1037/0022-0663.96.4.714
   Pettit GS, 1999, CHILD DEV, V70, P768, DOI 10.1111/1467-8624.00055
   Poulin F, 1999, MERRILL PALMER QUART, V45, P42
   Ratelle CF, 2004, J EDUC PSYCHOL, V96, P743, DOI 10.1037/0022-0663.96.4.743
   Rubin K.H., 2006, Handbook of child psychology: Vol. 3. Social, emotional, V6th, P571, DOI DOI 10.1002/9780470147658.CHPSY0310
   Ryan AM, 2001, CHILD DEV, V72, P1135, DOI 10.1111/1467-8624.00338
   Sage NA, 1999, MERRILL PALMER QUART, V45, P143
   Skinner E.A., HDB MOTIVATION SCH
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   SKINNER EA, 1998, MONOGRAPHS SOC RES C, V6
   Skinner E, 2005, PARENT-SCI PRACT, V5, P175, DOI 10.1207/s15327922par0502_3
   Snyder J, 2003, CHILD DEV, V74, P1881, DOI 10.1046/j.1467-8624.2003.00644.x
   Urberg KA, 1997, DEV PSYCHOL, V33, P834, DOI 10.1037/0012-1649.33.5.834
   von Eye A., 1990, INTRO CONFIGURAL FRE
   Wellborn J. G., 1991, Engaged and dissaffected action: The conceptualization and measurement of motivation in the academic domain
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Wentzel KR, 1997, CHILD DEV, V68, P1198, DOI 10.2307/1132301
   Wentzel KR, 2004, J EDUC PSYCHOL, V96, P195, DOI 10.1037/0022-0663.96.2.195
   Wigfield A., 2006, Handbook of child psychology, V3, P933, DOI [DOI 10.1002/9780470147658.CHPSY0315, https://doi.org/10.1002/9780470147658.chpsy0315]
NR 74
TC 230
Z9 338
U1 3
U2 63
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD JUL-AUG
PY 2007
VL 78
IS 4
BP 1186
EP 1203
DI 10.1111/j.1467-8624.2007.01060.x
PG 18
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 197AH
UT WOS:000248524600010
PM 17650133
DA 2024-07-19
ER

PT J
AU Zimmer-Gembeck, MJ
   Chipuer, HM
   Hanisch, M
   Creed, PA
   McGregor, L
AF Zimmer-Gembeck, Melanie J.
   Chipuer, Heather M.
   Hanisch, Michelle
   Creed, Peter A.
   McGregor, Leanne
TI Relationships at school and stage-environment fit as resources for
   adolescent engagement and achievement
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE school engagement; peer relationships; teacher-student relationships;
   achievement; stage-environment fit
ID SELF-DETERMINATION THEORY; MIDDLE SCHOOL; MOTIVATIONAL BELIEFS;
   ACADEMIC-ACHIEVEMENT; MISSING DATA; BEHAVIOR; PERCEPTIONS; ADJUSTMENT;
   NEED; SATISFACTION
AB Guided by Self-Determination and associated theories, we examined whether adolescent (N = 324, M age = 15, 52% female) competence (academic engagement and achievement) were supported by relationships at school and school fit. Aspects of relationships and school fit that were measured included adolescents' perceptions of each context as promoting autonomy, relatedness and competence. Within a latent-variable structural equation model, direct and indirect path estimates, standard errors and confidence intervals were produced using maximum likelihood and bootstrapping. Results supported the hypothesized model. As predicted, school fit partially mediated the association between teacher student relationships and engagement, but fully mediated the association between peer relationships and engagement. Engagement fully mediated the path from school fit to achievement. The use of SEM and bootstrapping are encouraged as the combination of these techniques can increase power to detect direct and indirect effects, and can be a better choice for data that do not conform to normal theory assumptions. Overall, these techniques allowed for more firm conclusions about the importance of a hierarchy of multidimensional contextual experiences for adolescent competence. (c) 2006 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
C1 Griffith Univ, Sch Psychol, Nathan, Qld 9726, Australia.
C3 Griffith University
RP Zimmer-Gembeck, MJ (corresponding author), Griffith Univ, Sch Psychol, Gold Coast Campus,PMB 50 GCMC, Nathan, Qld 9726, Australia.
EM m.zimmer-gembeck@griffith.edu.au
RI Zimmer-Gembeck, Melanie/H-3031-2015
OI Zimmer-Gembeck, Melanie/0000-0001-9100-010X; Creed, Peter
   A/0000-0002-8671-501X
CR Altermatt ER, 2003, J EDUC PSYCHOL, V95, P111, DOI 10.1037/0022-0663.95.1.111
   Baker JA, 1999, ELEM SCHOOL J, V100, P57, DOI 10.1086/461943
   Bandalos DL, 2002, J EDUC MEAS, V39, P183
   BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173, DOI 10.1037/0022-3514.51.6.1173
   BAUMEISTER RF, 1995, PSYCHOL BULL, V117, P497, DOI 10.1037/0033-2909.117.3.497
   Belmont M., 1992, TEACHER SOCIAL CONTE
   BENTLER PM, 1990, PSYCHOL BULL, V107, P238, DOI 10.1037/0033-2909.88.3.588
   Bowlby John, 1969, ATTACHMENT LOSS, DOI 10.2307/588279
   Brand S, 2003, J EDUC PSYCHOL, V95, P570, DOI 10.1037/0022-0663.95.3.570
   Browne MW, 1993, Testing structural equation models, DOI DOI 10.1177/0049124192021002005
   Buhs ES, 2001, DEV PSYCHOL, V37, P550, DOI 10.1037//0012-1649.37.4.550
   Byrne B, 2010, INTERNATIONAL HANDBOOK OF PSYCHOLOGY IN EDUCATION, P3
   Cole DA, 2003, J ABNORM PSYCHOL, V112, P558, DOI 10.1037/0021-843X.112.4.558
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   Creed PA, 2003, J ADOLESCENCE, V26, P295, DOI 10.1016/S0140-1971(03)00015-0
   Deci E.L., 1985, INTRINSIC MOTIVATION, DOI [10.1007/978-1-4899-2271-7, DOI 10.1007/978-1-4899-2271-7]
   Dweck CS., 2013, Self-theories: their role in motivation, personality, and development, DOI DOI 10.4324/9781315783048
   Eccles J.S., 1989, RES MOTIVATION ED, V3, P13
   Eccles JS, 2002, ANNU REV PSYCHOL, V53, P109, DOI 10.1146/annurev.psych.53.100901.135153
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Elliot A.J., 2005, Handbook of competence and motivation, P52
   Filak V.F., 2003, EDUC PSYCHOL-UK, V23, P235, DOI 10.1080/0144341032000060084
   FURMAN W, 1992, CHILD DEV, V63, P103, DOI 10.2307/1130905
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Good PhillipI., 1999, Resampling methods: A Practical Guide to Data Analysis, DOI DOI 10.1007/978-1-4757-3049-4
   Goodenow C., 1993, The Journal of Early Adolescence, V13, P21, DOI [DOI 10.1177/0272431693013001002, 10.1177/0272431693013001002, https://doi.org/10.1177/0272431693013001002]
   Guay F, 1999, J EDUC PSYCHOL, V91, P105, DOI 10.1037/0022-0663.91.1.105
   Hall RJ, 1999, ORGAN RES METHODS, V2, P233, DOI 10.1177/109442819923002
   HARTER S, 1978, HUM DEV, V21, P34, DOI 10.1159/000271574
   Holmbeck GN, 1997, J CONSULT CLIN PSYCH, V65, P599, DOI 10.1037/0022-006X.65.4.599
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Hymel S., 1996, SOCIAL MOTIVATION, P313
   Isakson K, 1999, J YOUTH ADOLESCENCE, V28, P1, DOI 10.1023/A:1021616407189
   La Guardia JG, 2000, J PERS SOC PSYCHOL, V79, P367, DOI 10.1037//0022-3514.79.3.367
   Landis RS, 2000, ORGAN RES METHODS, V3, P186, DOI 10.1177/109442810032003
   Larson RW, 2000, AM PSYCHOL, V55, P170, DOI 10.1037/0003-066X.55.1.170
   Little TD, 2002, STRUCT EQU MODELING, V9, P151, DOI 10.1207/S15328007SEM0902_1
   Lynch M, 1997, J SCHOOL PSYCHOL, V35, P81, DOI 10.1016/S0022-4405(96)00031-3
   Ma X, 2003, J EDUC RES, V96, P340, DOI 10.1080/00220670309596617
   MacKinnon DP, 2002, PSYCHOL METHODS, V7, P83, DOI 10.1037/1082-989X.7.1.83
   McDonald RP, 2002, PSYCHOL METHODS, V7, P64, DOI 10.1037//1082-989X.7.1.64
   McEvoy A, 2000, J EMOT BEHAV DISORD, V8, P130, DOI 10.1177/106342660000800301
   Murdock TB, 1999, J EDUC PSYCHOL, V91, P62, DOI 10.1037/0022-0663.91.1.62
   Ntoumanis N., 2003, European Physical Education Review, V9, P5, DOI 10.1177/1356336X03009001177
   Osterman KF, 2000, REV EDUC RES, V70, P323, DOI 10.3102/00346543070003323
   *QUEENSL GOVT, 2002, QUEENSL SMART STAT E
   Reeve J., 2002, HDB SELF DETERMINATI, P183
   Roeser RW, 1996, J EDUC PSYCHOL, V88, P408, DOI 10.1037/0022-0663.88.3.408
   Roeser RW, 2000, ELEM SCHOOL J, V100, P443, DOI 10.1086/499650
   Roth PL, 1999, ORGAN RES METHODS, V2, P211, DOI 10.1177/109442819923001
   Ryan R.M., 1994, J EARLY ADOLESCENCE, V14, P226, DOI [10.1177/027243169401400207, DOI 10.1177/027243169401400207]
   Ryan R. M., 2002, HDB SELF DETERMINATI, P3, DOI DOI 10.1111/BJHP.12054
   Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
   Sage NA, 1999, MERRILL PALMER QUART, V45, P143
   Sanders MG, 2000, SCHOOLING STUDENTS PLACED AT RISK, P65
   Schafer JL, 2002, PSYCHOL METHODS, V7, P147, DOI 10.1037//1082-989X.7.2.147
   Shrout PE, 2002, PSYCHOL METHODS, V7, P422, DOI 10.1037//1082-989X.7.4.422
   Skinner E.A., 1998, Monographs of the Society for Research in Child Development, Serial No. 254, V63
   Skinner E.A., 1995, PERCEIVED CONTROL MO
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   *SMALLW CORP, 1999, AMOS 4 0 US GUID
   Smerdon BA, 2002, SOCIOL EDUC, V75, P287, DOI 10.2307/3090280
   Solomon D, 1996, AM J COMMUN PSYCHOL, V24, P719, DOI 10.1007/BF02511032
   Sweetland SR, 2000, EDUC ADMIN QUART, V36, P703, DOI 10.1177/00131610021969173
   Urdan T., 2005, Handbook of competence and motivation, P297
   Verkuyten M, 2002, SOC INDIC RES, V59, P203, DOI 10.1023/A:1016279602893
   Walls TA, 2005, J EDUC PSYCHOL, V97, P23, DOI 10.1037/0022-0663.97.1.23
   WEINER B, 1990, J EDUC PSYCHOL, V82, P616, DOI 10.1037/0022-0663.82.4.616
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Wentzel KR, 1997, CHILD DEV, V68, P1198, DOI 10.2307/1132301
   Wentzel KR, 2004, J EDUC PSYCHOL, V96, P195, DOI 10.1037/0022-0663.96.2.195
   Wentzel KR, 1999, J EDUC PSYCHOL, V91, P76, DOI 10.1037/0022-0663.91.1.76
   WHITE RW, 1959, PSYCHOL REV, V66, P297, DOI 10.1037/h0040934
   Wigfield A., 2005, HDB COMPETENCE MOTIV, P222
   Zimmer-Gembeck M.J., 2003, BLACKWELL HDB ADOLES, P175, DOI DOI 10.1002/9780470756607.CH9
   Zimmer-Gembeck MJ, 2002, J ADOLESCENT HEALTH, V31, P216, DOI 10.1016/S1054-139X(02)00504-9
NR 76
TC 132
Z9 220
U1 0
U2 16
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0140-1971
EI 1095-9254
J9 J ADOLESCENCE
JI J. Adolesc.
PD DEC
PY 2006
VL 29
IS 6
BP 911
EP 933
DI 10.1016/j.adolescence.2006.04.008
PG 23
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 110II
UT WOS:000242371400004
PM 16750848
DA 2024-07-19
ER

PT J
AU de Bruyn, EH
   Cillessen, AHN
AF de Bruyn, Eddy H.
   Cillessen, Antonius H. N.
TI Popularity in early adolescence: Prosocial and antisocial subtypes
SO JOURNAL OF ADOLESCENT RESEARCH
LA English
DT Article
DE early adolescence; popularity; interpersonal functioning; academic
   engagement
ID PEER POPULARITY; AGGRESSIVE DIMENSIONS; PERCEIVED POPULARITY;
   SOCIAL-STATUS; SCHOOL BOYS; DOMINANCE; GIRLS; CONFIGURATIONS;
   ATTRACTIVENESS; HETEROGENEITY
AB The present study was designed to examine early adolescents' stereotypical descriptions of two types of youth who are seen as popular by their peers. Participants were 13- to 14-year-old early adolescents (N=287). The results indicated that early adolescents distinguished two types of popular peers: a "populistic" (popular but not necessarily well liked) type and a "prosocial-popular" (popular and well liked and accepted) type. These two types differed in terms of academic and interpersonal behaviors. Populistic adolescents were seen as relationally aggressive, stuck up, vulgar bullies, and academically disengaged. They were also seen as leaders, influential, and arrogant more than were prosocial-popular adolescents. Adolescents in the latter group were seen as affiliative, helpful, and academically engaged. Both types of popular youth were seen as attractive and fashionable. The implications of these findings for future research on high status in the adolescent peer group are discussed.
C1 Univ Amsterdam, Dept Educ, NL-1012 WX Amsterdam, Netherlands.
   Univ Connecticut, Dept Psychol, Storrs, CT 06269 USA.
C3 University of Amsterdam; University of Connecticut
RP de Bruyn, EH (corresponding author), Univ Amsterdam, Dept Educ, NL-1012 WX Amsterdam, Netherlands.
EM edebruyn@fmg.uva.nl
RI Cillessen, Antonius H. N./A-5978-2010
OI Cillessen, Antonius H. N./0000-0002-5884-907X
CR ADLER PA, 1992, SOCIOL EDUC, V65, P169, DOI 10.2307/2112807
   Andreou E, 2004, BRIT J EDUC PSYCHOL, V74, P297, DOI 10.1348/000709904773839897
   Babad E., 2001, Social Psychology of Education, V5, P3
   BERGER J, 1980, ANNU REV SOCIOL, V6, P479, DOI 10.1146/annurev.so.06.080180.002403
   Boyatzis CJ, 1998, J GENET PSYCHOL, V159, P337, DOI 10.1080/00221329809596155
   BROWN LM, 2001, ANN M AM PSYCH ASS S
   Buss D.M., 2005, HDB EVOLUTIONARY PSY
   Cillessen AHN, 2005, CURR DIR PSYCHOL SCI, V14, P102, DOI 10.1111/j.0963-7214.2005.00343.x
   Cillessen AHN, 2004, CHILD DEV, V75, P147, DOI 10.1111/j.1467-8624.2004.00660.x
   CORSARO WA, 1990, ANNU REV SOCIOL, V16, P197, DOI 10.1146/annurev.so.16.080190.001213
   Cummins D., 2005, The handbook of evolutionary psychology, P676
   de Bruyn EH, 2006, J YOUTH ADOLESCENCE, V35, P435, DOI 10.1007/s10964-005-9023-4
   de Bruyn EH, 2005, SOC DEV, V14, P555, DOI 10.1111/j.1467-9507.2005.00317.x
   Duncan Neil., 2004, Sex Education: Sexuality, Society, and Learning, V4, P137, DOI DOI 10.1080/14681810410001678329
   EDER D, 1987, SOCIOL EDUC, V60, P200, DOI 10.2307/2112276
   EDER D, 1985, SOCIOL EDUC, V58, P154, DOI 10.2307/2112416
   Farmer TW, 2003, DEV PSYCHOL, V39, P992, DOI 10.1037/0012-1649.39.6.992
   Gest SD, 2001, SOC DEV, V10, P23, DOI 10.1111/1467-9507.00146
   GILBERT P, 1995, NEW IDEAS PSYCHOL, V13, P149, DOI 10.1016/0732-118X(95)00002-X
   Gorman AH, 2002, J SCHOOL PSYCHOL, V40, P143, DOI 10.1016/S0022-4405(02)00092-4
   Hawley PH, 2003, MERRILL PALMER QUART, V49, P279, DOI 10.1353/mpq.2003.0013
   LaFontana KA, 2002, DEV PSYCHOL, V38, P635, DOI 10.1037//0012-1649.38.5.635
   LaFontana KM, 1998, SOC DEV, V7, P301, DOI 10.1111/1467-9507.00069
   Lease AM, 2002, SOC DEV, V11, P508, DOI 10.1111/1467-9507.00213
   Lease AM, 2002, SOC DEV, V11, P87, DOI 10.1111/1467-9507.00188
   Luthar SS, 1996, J RES ADOLESCENCE, V6, P581
   McCauley C.R., 1995, STEREOTYPE ACCURACY, P215, DOI DOI 10.1037/10495-009
   Merten DE, 1996, J EARLY ADOLESCENCE, V16, P5, DOI 10.1177/0272431696016001001
   Merten DE, 1997, SOCIOL EDUC, V70, P175, DOI 10.2307/2673207
   Parkhurst JT, 1998, J EARLY ADOLESCENCE, V18, P125, DOI 10.1177/0272431698018002001
   Pellegrini AD, 2002, AGGRESS VIOLENT BEH, V7, P21, DOI 10.1016/S1359-1789(00)00033-1
   Pellegrini AD, 2001, MERRILL PALMER QUART, V47, P142, DOI 10.1353/mpq.2001.0004
   Rodkin PC, 2000, DEV PSYCHOL, V36, P14, DOI 10.1037/0012-1649.36.1.14
   Simmel Georg., 1904, INT Q, V10, P130
   Vaillancourt T., 2003, J APPL SCH PSYCHOL, V19, P157, DOI [10.1300/J008v19n02, DOI 10.1300/J008V19N0210, 10.1300/J008v19n02_10, DOI 10.1300/J008V19N02_10]
   WEISFELD GE, 1983, ADOLESCENCE, V18, P229
   WENTZEL KR, 1995, CHILD DEV, V66, P754, DOI 10.2307/1131948
NR 37
TC 138
Z9 181
U1 1
U2 40
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0743-5584
EI 1552-6895
J9 J ADOLESCENT RES
JI J. Adolesc. Res.
PD NOV
PY 2006
VL 21
IS 6
BP 607
EP 627
DI 10.1177/0743558406293966
PG 21
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 095AS
UT WOS:000241281200002
OA Green Published
DA 2024-07-19
ER

PT J
AU Schwartz, D
   Gorman, AH
   Nakamoto, J
   McKay, T
AF Schwartz, David
   Gorman, Andrea Hopmeyer
   Nakamoto, Jonathan
   McKay, Tara
TI Popularity, social acceptance, and aggression in adolescent peer groups:
   Links with academic performance and school attendance
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE popularity; aggression; social acceptance; academic achievement
ID MIDDLE SCHOOL; RELATIONAL AGGRESSION; PERCEIVED POPULARITY; SOCIOMETRIC
   STATUS; BEHAVIOR; ACHIEVEMENT; PERCEPTIONS; ADJUSTMENT; FRIENDS;
   SOCIALIZATION
AB This article reports a short-term longitudinal study focusing on popularity and social acceptance as predictors of academic engagement for a sample of 342 adolescents (approximate average age of 14). These youths were followed for 4 consecutive semesters. Popularity, social acceptance, and aggression were assessed with a peer nomination inventory, and data on academic engagement were obtained from school records. For adolescents who were highly aggressive, increases in popularity were associated with increases in unexplained absences and decreases in grade point average. Conversely, changes in social acceptance were not predictive of changes in grade point average or unexplained absences. These results highlight the importance of multidimensional conceptualizations of social standing for research on school adjustment during adolescence and emphasize the potential risks associated with popularity.
C1 Univ So Calif, Dept Psychol, Los Angeles, CA 90089 USA.
C3 University of Southern California
RP Schwartz, D (corresponding author), Univ So Calif, Dept Psychol, 501 Seely G Muud, Los Angeles, CA 90089 USA.
RI McKay, Tara/AAR-9222-2020
OI Nakamoto, Jonathan/0000-0002-9222-0849; McKay, Tara/0000-0001-5076-6483
CR Adler P.A., 1998, Peer power: Preadolescent culture and identity
   ADLER PA, 1992, SOCIOL EDUC, V65, P169, DOI 10.2307/2112807
   Aiken L.S., 1991, MULTIPLE REGRESSION
   [Anonymous], SOCIAL MOTIVATION UN
   ASHER SR, 1986, DEV PSYCHOL, V22, P444, DOI 10.1037/0012-1649.22.4.444
   ASHER SR, 1986, SOCIAL WORK ED, V8, P205, DOI DOI 10.1093/CS/8.4.205
   BERNDT TJ, 1995, CHILD DEV, V66, P1312, DOI 10.2307/1131649
   BROWN BB, 1986, DEV PSYCHOL, V22, P521, DOI 10.1037/0012-1649.22.4.521
   Brown BB., 1990, THRESHOLD DEV ADOLES, P171
   Bukowski W.M., 1989, Peer relations in child development, P15
   BUTCHER J, 1986, ADOLESCENCE, V21, P133
   Cillessen A H, 2000, New Dir Child Adolesc Dev, P3
   Cillessen AHN, 2004, CHILD DEV, V75, P147, DOI 10.1111/j.1467-8624.2004.00660.x
   CLASEN DR, 1985, J YOUTH ADOLESCENCE, V14, P451, DOI 10.1007/BF02139520
   Cohen J., 1988, STAT POWER ANAL BEHA
   COIE JD, 1982, DEV PSYCHOL, V18, P557, DOI 10.1037/0012-1649.18.4.557
   COIE JD, 1983, MERRILL PALMER QUART, V29, P261
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   CRICK NR, 1995, CHILD DEV, V66, P710, DOI 10.1111/j.1467-8624.1995.tb00900.x
   Criss MM, 2002, CHILD DEV, V73, P1220, DOI 10.1111/1467-8624.00468
   DEROSIER ME, 1994, CHILD DEV, V65, P1799, DOI 10.1111/j.1467-8624.1994.tb00850.x
   DODGE KA, 1994, CHILD DEV, V65, P649, DOI 10.2307/1131407
   EDER D, 1985, SOCIOL EDUC, V58, P154, DOI 10.2307/2112416
   Farmer TW, 2003, DEV PSYCHOL, V39, P992, DOI 10.1037/0012-1649.39.6.992
   FINN JD, 1991, EDUC PSYCHOL MEAS, V51, P393, DOI 10.1177/0013164491512013
   Fordham S., 1986, The Urban Review, V18, P176, DOI [https://doi.org/10.1007/BF01112192, DOI 10.1007/BF01112192]
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furman F., 1996, The company they keep: Friendship in childhood and adolescents, P41
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Galen BR, 1997, DEV PSYCHOL, V33, P589, DOI 10.1037/0012-1649.33.4.589
   Gorman AH, 2002, J SCHOOL PSYCHOL, V40, P143, DOI 10.1016/S0022-4405(02)00092-4
   Graham S, 1998, DEV PSYCHOL, V34, P587, DOI 10.1037/0012-1649.34.3.587
   Graham S, 2002, J EARLY ADOLESCENCE, V22, P173, DOI 10.1177/0272431602022002003
   Guay F, 1999, J EDUC PSYCHOL, V91, P105, DOI 10.1037/0022-0663.91.1.105
   Hopmeyer A, 1997, MERRILL PALMER QUART, V43, P235
   HYMEL S, 1986, CHILD DEV, V57, P431, DOI 10.2307/1130599
   Jiang XL, 2005, DEV REV, V25, P1, DOI 10.1016/j.dr.2004.08.008
   Juvonen J, 1995, CHILD DEV, V66, P1694, DOI 10.2307/1131904
   LADD GW, 1979, CHILD DEV, V50, P402, DOI 10.1111/j.1467-8624.1979.tb04121.x
   LaFontana KM, 1999, J GENET PSYCHOL, V160, P225, DOI 10.1080/00221329909595394
   LaFontana KM, 1998, SOC DEV, V7, P301, DOI 10.1111/1467-9507.00069
   Lease AM, 2002, SOC DEV, V11, P87, DOI 10.1111/1467-9507.00188
   Littell RC., 1996, SAS SYSTEM MIXED MOD
   Little TD, 2003, INT J BEHAV DEV, V27, P122, DOI 10.1080/01650250244000128
   Long JD, 2003, SCHOOL PSYCHOL REV, V32, P401
   Luthar SS, 1996, J RES ADOLESCENCE, V6, P581
   MAYEUX L, 2005, M SOC RES CHILD DEV
   MCCLELLAND GH, 1993, PSYCHOL BULL, V114, P376, DOI 10.1037/0033-2909.114.2.376
   Merten DE, 1997, SOCIOL EDUC, V70, P175, DOI 10.2307/2673207
   NAKAMOTO J, 2004, M SOC RES AD BALT
   ODEN S, 1977, CHILD DEV, V48, P495, DOI 10.2307/1128645
   ONeil R, 1997, J CLIN CHILD PSYCHOL, V26, P290, DOI 10.1207/s15374424jccp2603_8
   Parker JG, 1995, DEV PSYCHOPATHOL, V2, P96
   Parkhurst JT, 1998, J EARLY ADOLESCENCE, V18, P125, DOI 10.1177/0272431698018002001
   PARKHURST JT, 1992, DEV PSYCHOL, V28, P231, DOI 10.1037/0012-1649.28.2.231
   Price J.M., 1986, ADV BEHAV ASSESSMENT, V2, P121
   Prinstein MJ, 2003, MERRILL PALMER QUART, V49, P310, DOI 10.1353/mpq.2003.0015
   Prinstein MJ, 2003, J PEDIATR PSYCHOL, V28, P243, DOI 10.1093/jpepsy/jsg012
   Rodkin PC, 2000, DEV PSYCHOL, V36, P14, DOI 10.1037/0012-1649.36.1.14
   Rose AJ, 2004, DEV PSYCHOL, V40, P378, DOI 10.1037/0012-1649.40.3.378
   Rose AJ, 2004, J EXP CHILD PSYCHOL, V88, P25, DOI 10.1016/j.jecp.2004.02.005
   Schwartz D, 1997, CHILD DEV, V68, P665, DOI 10.2307/1132117
   Schwartz D, 2005, J EDUC PSYCHOL, V97, P425, DOI 10.1037/0022-0663.97.3.425
   Singer JD, 2002, MULT APPL BK SER, P135
   Singh J. K., 2003, Artificial breeding and reproduction management in buffaloes: compendium of the lectures delivered in the Indian Council of Agricultural Research, Summer School, Central Institute for Research on Buffaloes, Sirsa Road, Hisar, Haryana, India, 10-30 June 2003, P127
   STEINBERG L, 1992, AM PSYCHOL, V47, P723, DOI 10.1037/0003-066X.47.6.723
   Terry R, 2000, New Dir Child Adolesc Dev, P27
   *UN WAY GREAT LOS, 1999, 1998 99 STAT COUNT R
   Vitaro F, 2005, SOC DEV, V14, P82, DOI 10.1111/j.1467-9507.2005.00292.x
   WENTZEL KR, 1991, REV EDUC RES, V61, P1, DOI 10.2307/1170665
   Wentzel KR, 1997, CHILD DEV, V68, P1198, DOI 10.2307/1132301
   Wentzel KR, 2004, J EDUC PSYCHOL, V96, P195, DOI 10.1037/0022-0663.96.2.195
   Wentzel KR, 2003, J EARLY ADOLESCENCE, V23, P5, DOI 10.1177/0272431602239128
   WENTZEL KR, 1993, DEV PSYCHOL, V29, P819, DOI 10.1037/0012-1649.29.5.819
   WENTZEL KR, 1991, CHILD DEV, V62, P1066, DOI 10.2307/1131152
   Wohlwill J.F., 1973, STUDY BEHAV DEV
   Xie HL, 1999, J EMOT BEHAV DISORD, V7, P147
   YOUNISS J, 1994, PERS RELATIONSHIP, P1081
NR 78
TC 163
Z9 237
U1 3
U2 72
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
EI 1939-0599
J9 DEV PSYCHOL
JI Dev. Psychol.
PD NOV
PY 2006
VL 42
IS 6
BP 1116
EP 1127
DI 10.1037/0012-1649.42.6.1116
PG 12
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 102ZE
UT WOS:000241851600012
PM 17087546
DA 2024-07-19
ER

PT J
AU Graham, S
   Bellmore, AD
   Mize, J
AF Graham, Sandra
   Bellmore, Amy D.
   Mize, Jennifer
TI Peer victimization, aggression, and their co-occurrence in middle
   school: Pathways to adjustment problems
SO JOURNAL OF ABNORMAL CHILD PSYCHOLOGY
LA English
DT Article
DE aggresive victim; academic achievement; victim; self-blame
ID SELF-BLAME; VICTIMS; ADOLESCENTS; DEPRESSION; HARASSMENT; STEREOTYPES;
   LONELINESS; COMPETENCE; VIOLENCE; BULLIES
AB An ethnically diverse sample of 6th-grade students completed peer nomination procedures that were used to create subgroups of students with reputations as victims, aggressors, aggressive victims, and socially adjusted (neither aggressive nor victimized). Self-report data on psychological adjustment, attributions for peer harassment, and perceived school climate were gathered. In addition, homeroom teachers rated participating students on academic engagement and students' grades were collected from school records. Victims reported the most negative self-views, aggressors enjoyed the most positive self-views, and aggressive victims fell between these two groups, although their psychological profile more closely resembled that of victims. However, all three subgroups encountered more school adjustment problems when compared to their socially adjusted classmates. Different pathways to school adjustment problems for aggressors and victims were examined. For victims, characterological self-blame for victimization and psychological maladjustment were the key mediators, whereas for aggressors, the significant pathway was mainly through perceived unfairness of school rules. Analyses by ethnicity revealed that African American boys were most likely to be perceived as aggressive and as aggressive victims and they were doing most poorly in school. Implications for intervention with subgroups of problem behavior youth and the particular vulnerabilities of African American adolescents were discussed.
C1 Univ Calif Los Angeles, Dept Educ, Los Angeles, CA 90095 USA.
   Univ Kansas, Lawrence, KS 66045 USA.
C3 University of California System; University of California Los Angeles;
   University of Kansas
RP Graham, S (corresponding author), Univ Calif Los Angeles, Dept Educ, Los Angeles, CA 90095 USA.
EM shgraham@ucla.edu
CR ANDERSON CA, 1994, J PERS SOC PSYCHOL, V66, P549, DOI 10.1037/0022-3514.66.3.549
   Arbuckle J.L., 1999, AMOS 40 USERS GUIDE
   ASHER SR, 1985, J CONSULT CLIN PSYCH, V53, P500, DOI 10.1037/0022-006X.53.4.500
   Austin S, 1996, BRIT J EDUC PSYCHOL, V66, P447, DOI 10.1111/j.2044-8279.1996.tb01211.x
   Baumeister RF, 1996, PSYCHOL REV, V103, P5, DOI 10.1037/0033-295X.103.1.5
   Baumeister RF, 2002, J PERS SOC PSYCHOL, V83, P817, DOI 10.1037//0022-3514.83.4.817
   Bellmore AD, 2004, DEV PSYCHOL, V40, P1159, DOI 10.1037/0012-1649.40.6.1159
   BENTLER PM, 1990, PSYCHOL BULL, V107, P238, DOI 10.1037/0033-2909.88.3.588
   Boxer D, 1997, J PRAGMATICS, V27, P275, DOI 10.1016/S0378-2166(96)00031-8
   Brand S, 2003, J EDUC PSYCHOL, V95, P570, DOI 10.1037/0022-0663.95.3.570
   Coie J.K., 1998, HDB CHILD PSYCHOL 5, V3, P779, DOI DOI 10.1002/9780470147658
   Cole DA, 1999, J PERS SOC PSYCHOL, V77, P851, DOI 10.1037/0022-3514.77.4.851
   Craig WM, 1998, PERS INDIV DIFFER, V24, P123, DOI 10.1016/S0191-8869(97)00145-1
   Crick NR, 1996, DEV PSYCHOPATHOL, V8, P367, DOI 10.1017/S0954579400007148
   DEVINE PG, 1989, J PERS SOC PSYCHOL, V56, P5, DOI 10.1037/0022-3514.56.1.5
   Eccles J.S., 1989, Research on motivation in education, V3, P139
   Forsterling F., 1990, Attribution theory: Applications to achievement, mental health, and interpersonal conflict
   Gottfredson G.D., 1984, EFFECTIVE SCH BATTER
   Graham S, 2004, LAW HUMAN BEHAV, V28, P483, DOI 10.1023/B:LAHU.0000046430.65485.1f
   Graham S, 1998, DEV PSYCHOL, V34, P587, DOI 10.1037/0012-1649.34.3.587
   Graham S, 2002, J EARLY ADOLESCENCE, V22, P173, DOI 10.1177/0272431602022002003
   GRAHAM S, 2003, TEACHING LEARNING MO, P91
   Harter S., 1985, MANUAL SELF PERCEPTI
   Haynie DL, 2001, J EARLY ADOLESCENCE, V21, P29, DOI 10.1177/0272431601021001002
   HUDLEY C, 1993, CHILD DEV, V64, P124, DOI 10.2307/1131441
   HYMEL S, 1993, CHILD DEV, V64, P879, DOI 10.1111/j.1467-8624.1993.tb02949.x
   Janoff-Bulman R., 1992, Shattered assumptions: Towards a new psychology of trauma
   JANOFFBULMAN R, 1979, J PERS SOC PSYCHOL, V37, P1798, DOI 10.1037/0022-3514.37.10.1798
   Juvonen J, 2000, J EDUC PSYCHOL, V92, P349, DOI 10.1037//0022-0663.92.2.349
   Juvonen J, 2003, PEDIATRICS, V112, P1231, DOI 10.1542/peds.112.6.1231
   Juvonen J., 2001, PEER HARASSMENT SCH
   KOVACS M, 1985, PSYCHOPHARMACOL BULL, V21, P995
   Kumpulainen K, 1998, CHILD ABUSE NEGLECT, V22, P705, DOI 10.1016/S0145-2134(98)00049-0
   Kuperminc GP, 2001, J SCHOOL PSYCHOL, V39, P141, DOI 10.1016/S0022-4405(01)00059-0
   La Greca AM, 1998, J ABNORM CHILD PSYCH, V26, P83, DOI 10.1023/A:1022684520514
   Laursen B, 2002, DEV PSYCHOL, V38, P591, DOI 10.1037//0012-1649.38.4.591
   Leary MR, 2003, AGGRESSIVE BEHAV, V29, P202, DOI 10.1002/ab.10061
   Loehlin JohnC., 1998, Latent Variable Models, VThird
   Luthar SS, 1996, J RES ADOLESCENCE, V6, P581
   Magnusson D., 1996, DEVELOPMENTAL SCI, P7
   MARKOE S, 2003, THESIS U CALIFORNIA
   Masten AS, 1999, DEV PSYCHOPATHOL, V11, P143, DOI 10.1017/S0954579499001996
   MOFFITT TE, 1993, PSYCHOL REV, V100, P674, DOI 10.1037/0033-295X.100.4.674
   NANSEL TR, 2001, JAMA-J AM MED ASSOC, P2094
   Nishina A, 2005, CHILD DEV, V76, P435, DOI 10.1111/j.1467-8624.2005.00855.x
   Olweus D., 1978, Aggression in the schools: Bullies and whipping boys
   PERRY DG, 1988, DEV PSYCHOL, V24, P807, DOI 10.1037/0012-1649.24.6.807
   RIGBY K, 1993, J SOC PSYCHOL, V133, P33, DOI 10.1080/00224545.1993.9712116
   Schneider AnneL., 1990, Deterrence and juvenile crime: Results from a national policy experiment
   Schwartz D, 2001, PEER HARASSMENT IN SCHOOL, P147
   Schwartz D, 2000, J ABNORM CHILD PSYCH, V28, P181, DOI 10.1023/A:1005174831561
   STEIGER JH, 1990, MULTIVAR BEHAV RES, V25, P173, DOI 10.1207/s15327906mbr2502_4
   Tyler T. R., 1990, Why people obey the law
   Unnever JD, 2005, AGGRESSIVE BEHAV, V31, P153, DOI 10.1002/ab.20083
   Verlinden S, 2000, CLIN PSYCHOL REV, V20, P3, DOI 10.1016/S0272-7358(99)00055-0
   WEINER B, 1985, PSYCHOL REV, V92, P548, DOI 10.1037/0033-295X.92.4.548
   WELLBOM J, 1991, UNPUB STUDENTS ACHIE
   Wickens T.D., 1989, MULTIWAY CONTINGENCY
   Zakriski AL, 1996, CHILD DEV, V67, P1048, DOI 10.2307/1131879
NR 59
TC 169
Z9 260
U1 3
U2 44
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0091-0627
EI 1573-2835
J9 J ABNORM CHILD PSYCH
JI J. Abnorm. Child Psychol.
PD JUN
PY 2006
VL 34
IS 3
BP 363
EP 378
DI 10.1007/s10802-006-9030-2
PG 16
WC Psychology, Clinical; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 057ZD
UT WOS:000238632800007
PM 16648999
DA 2024-07-19
ER

PT J
AU Johnson, W
   Mcgue, M
   Iacono, WG
AF Johnson, Wendy
   McGue, Matt
   Iacono, William G.
TI Genetic and environmental influences on academic achievement
   trajectories during adolescence
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE genetic and environmental influences; school achievement; longitudinal
   twin study; achievement trajectories; covariates of achievement
ID DISRUPTIVE BEHAVIOR; MULTIPLE RISK; SCHOOL; PERSONALITY; PARENT;
   INTELLIGENCE; DISORDERS; CHILDHOOD; CHILDREN; ADJUSTMENT
AB Most studies have considered the effects of particular characteristics on academic achievement individually, which means that little is known about how they function together. Using the population-based Minnesota Twin Family Study, the authors investigated the effects of child academic engagement (interest, involvement, effort), IQ, depression, externalizing behavior, and family environmental risk on academic achievement (reported school grades) from ages 11 through 17. Hierarchical linear growth curve modeling showed main effects on initial reported Grades for all variables, and IQ mitigated the deleterious effects of family risk and externalizing. Only engagement affected change in Grades through adolescence. Influences on initial Grades were strongly genetically influenced, associated primarily with IQ, engagement, and externalizing behavior. Shared environmental influences on initial Grades linked engagement, IQ, and family risk. Genetic influences on change in Grades were substantial, but they were not associated with the academic, family risk, and mental health covarying factors. These results indicate that age 11 achievement and change in achievement through adolescence show systematic patterns and document the existence of individual differences in the commonly shared developmental experience of adapting to the school environment.
C1 Univ Minnesota, Dept Psychol, Minneapolis, MN 55455 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities
RP Johnson, W (corresponding author), Univ Minnesota, Dept Psychol, 75 E River Rd, Minneapolis, MN 55455 USA.
EM john4350@tc.umn.edu
CR Ackerman BP, 1999, CHILD DEV, V70, P1415, DOI 10.1111/1467-8624.00103
   Aiken L.S., 1991, MULTIPLE REGRESSION
   *AM AS SU WOM, 1996, GEND GASPS
   [Anonymous], 1996, STATE AM
   [Anonymous], LISREL 8 53 USERS RE
   BOUCHARD TJ, 1981, SCIENCE, V212, P1055, DOI 10.1126/science.7195071
   Burchinal MR, 2000, DEV PSYCHOL, V36, P793, DOI 10.1037//0012-1649.36.6.793
   BUTLER SR, 1985, J EDUC PSYCHOL, V77, P349, DOI 10.1037/0022-0663.77.3.349
   Butts J.A., 1995, JUVENILE COURT STAT
   CAREY G, 1994, J ABNORM PSYCHOL, V103, P32, DOI 10.1037/0021-843X.103.1.32
   Ceci SJ, 1997, AM PSYCHOL, V52, P1051, DOI 10.1037/0003-066X.52.10.1051
   *CHILDR DEF FUND, 1993, PROGR PER BLACK CHIL
   COHEN P, 1993, J CHILD PSYCHOL PSYC, V34, P851, DOI 10.1111/j.1469-7610.1993.tb01094.x
   Deary IJ, 2003, INTELLIGENCE, V31, P533, DOI 10.1016/S0160-2896(03)00053-9
   Deater-Deckard K, 1998, DEV PSYCHOPATHOL, V10, P469, DOI 10.1017/S0954579498001709
   DEERY TA, 2000, NURS CLIN N AM, V35, P963
   DUBOIS DL, 1994, J MARRIAGE FAM, V56, P405, DOI 10.2307/353108
   Eaves LJ, 2003, BEHAV GENET, V33, P1, DOI 10.1023/A:1021060430942
   Eccles J, 1984, Nebr Symp Motiv, V32, P97
   Eccles J.S., 1999, Child psychology, P287
   ENTWISLE DR, 1992, AM SOCIOL REV, V57, P72, DOI 10.2307/2096145
   Falconer D.S., 1996, Quantitative Genetics, V4th
   FERGUSSON DM, 1993, J CHILD PSYCHOL PSYC, V34, P899, DOI 10.1111/j.1469-7610.1993.tb01097.x
   FERGUSSON DM, 1995, J ABNORM CHILD PSYCH, V23, P183, DOI 10.1007/BF01447088
   FRICK PJ, 1991, J CONSULT CLIN PSYCH, V59, P289, DOI 10.1037/0022-006X.59.2.289
   GARMEZY N, 1993, PSYCHIATRY, V56, P127
   Giedd JN, 1999, NAT NEUROSCI, V2, P861, DOI 10.1038/13158
   Gomez R, 1999, J CHILD PSYCHOL PSYC, V40, P265, DOI 10.1111/1469-7610.00440
   Greenberg G, 2005, DEV PSYCHOL, V41, P989, DOI 10.1037/0012-1649.41.6.989
   Gutman LM, 2003, DEV PSYCHOL, V39, P777, DOI 10.1037/0012-1649.39.4.777
   Gutman LM, 2002, AM J COMMUN PSYCHOL, V30, P367, DOI 10.1023/A:1015389103911
   Hedges LV, 1999, SOCIOL EDUC, V72, P111, DOI 10.2307/2673179
   HETHERINGTON EM, 1989, CHILD DEV, V60, P1
   HINSHAW SP, 1992, PSYCHOL BULL, V111, P127, DOI 10.1037/0033-2909.111.1.127
   Hollingshead AB, 1957, Two factor index of social position
   Horenstein RB, 2004, REV ENDOCR METAB DIS, V5, P25, DOI 10.1023/B:REMD.0000016122.84105.75
   Hyde JS, 2001, PSYCHOL WOMEN QUART, V25, P364, DOI 10.1111/1471-6402.00035
   Iacono WG, 1999, DEV PSYCHOPATHOL, V11, P869, DOI 10.1017/S0954579499002369
   Jimerson S, 1999, J EDUC PSYCHOL, V91, P116, DOI 10.1037/0022-0663.91.1.116
   Jockin V, 1996, J PERS SOC PSYCHOL, V71, P288, DOI 10.1037/0022-3514.71.2.288
   Johnson W, 2005, J EDUC PSYCHOL, V97, P391, DOI 10.1037/0022-0663.97.3.391
   Juvonen J, 2000, J EDUC PSYCHOL, V92, P349, DOI 10.1037//0022-0663.92.2.349
   KIMBALL MM, 1989, PSYCHOL BULL, V105, P198, DOI 10.1037/0033-2909.105.2.198
   Kowaleski-Jones L, 1999, CHILD DEV, V70, P930, DOI 10.1111/1467-8624.00067
   Krueger RF, 2000, J PERS, V68, P967, DOI 10.1111/1467-6494.00123
   Krueger RF, 1996, J ABNORM PSYCHOL, V105, P299, DOI 10.1037/0021-843X.105.3.299
   Krueger RF, 1999, ARCH GEN PSYCHIAT, V56, P921, DOI 10.1001/archpsyc.56.10.921
   LITTLE RJA, 1987, STAT ANAL MMISSING D
   Marston D., 1995, BEST PRACTICES SCH P, P597
   Masten AS, 1998, AM PSYCHOL, V53, P205, DOI 10.1037/0003-066X.53.2.205
   Mau W., 2001, EDUC PSYCHOL-UK, V21, P133, DOI [https://doi.org/10.1080/01443410020043832, DOI 10.1080/01443410020043832]
   McGue M, 2005, DEV PSYCHOL, V41, P993, DOI 10.1037/0012-1649.41.6.993
   McGue M, 2005, DEV PSYCHOL, V41, P971, DOI 10.1037/0012-1649.41.6.971
   MCGUE M, 2001, EMERY RIMOINS PRINCI, P2791
   MEREDITH W, 1993, PSYCHOMETRIKA, V58, P525, DOI 10.1007/BF02294825
   Mittal VA, 2011, PSYCHIAT RES, V189, P158, DOI 10.1016/j.psychres.2011.06.006
   MOFFITT TE, 1993, PSYCHOL REV, V100, P674, DOI 10.1037/0033-295X.100.4.674
   Neale M.C., 1999, Mx: statistical modeling, V5th
   Partridge T, 2005, DEV PSYCHOL, V41, P985, DOI 10.1037/0012-1649.41.6.985
   Purcell S, 2002, TWIN RES, V5, P554, DOI 10.1375/136905202762342026
   Rhee S.H., 2001, ATTENTION GENES ADHD, P139
   ROBERTS RE, 1983, AM J PSYCHIAT, V140, P41
   Roeser RW, 1998, DEV PSYCHOPATHOL, V10, P321, DOI 10.1017/S0954579498001631
   Rutter M., 1979, Prevention of psychopathology: Vol. 3. Social competence in children, V3, P49, DOI DOI 10.1196/ANNALS.1376.002
   Ryan AM, 2001, CHILD DEV, V72, P1135, DOI 10.1111/1467-8624.00338
   SAMEROFF AJ, 1993, CHILD DEV, V64, P80, DOI 10.1111/j.1467-8624.1993.tb02896.x
   Silberg J, 1999, ARCH GEN PSYCHIAT, V56, P225, DOI 10.1001/archpsyc.56.3.225
   Wachs T., 2000, NECESSARY NOT SUFFIC
   Weaver ICG, 2004, NAT NEUROSCI, V7, P847, DOI 10.1038/nn1276
   Wechsler D., 2016, Wechsler intelligence scale for children, V5th
   WELNER Z, 1987, J AM ACAD CHILD PSY, V26, P649, DOI 10.1097/00004583-198709000-00007
   WHITE KR, 1982, PSYCHOL BULL, V91, P461, DOI 10.1037/0033-2909.91.3.461
   Willemsen G, 2004, EUR J HUM GENET, V12, P820, DOI 10.1038/sj.ejhg.5201229
   York TP, 2005, TWIN RES HUM GENET, V8, P5, DOI 10.1375/1832427053435418
NR 74
TC 125
Z9 158
U1 3
U2 52
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
EI 1939-0599
J9 DEV PSYCHOL
JI Dev. Psychol.
PD MAY
PY 2006
VL 42
IS 3
BP 514
EP 532
DI 10.1037/0012-1649.42.3.514
PG 19
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 051QS
UT WOS:000238176300012
PM 16756442
DA 2024-07-19
ER

PT J
AU Juvonen, J
   Nishina, A
   Graham, S
AF Juvonen, J
   Nishina, A
   Graham, S
TI Ethnic diversity and perceptions of safety in urban middle schools
SO PSYCHOLOGICAL SCIENCE
LA English
DT Article
ID PEER VICTIMIZATION; SELF-CONCEPT; DESEGREGATION; IMPACT; DISSONANCE;
   CONTACT; ESTEEM
AB Students' perceptions of their safety and vulnerability were investigated in 11 public middle schools (more than 70 sixth-grade classrooms) that varied in ethnic diversity. Results of hierarchical linear modeling analyses indicate that higher classroom diversity is associated with feelings of safety and social satisfaction. African American (n = 511) and Latino (n = 910) students felt safer in school, were less harassed by peers, felt less lonely, and had higher self-worth the more ethnically diverse their classrooms were, even when controlling for classroom differences in academic engagement. Results at the school level were similar to those at the classroom level; higher ethnic diversity was associated with lower levels of self-reported vulnerability (but no difference in self-worth) in both fall and spring of sixth grade. In the spirit of Brown v. Board of Education, the current findings offer new empirical evidence for the psychological benefits of multi-ethnic schools.
C1 Univ Calif Los Angeles, Dept Psychol, Los Angeles, CA 90095 USA.
   Univ Calif Davis, Dept Human & Community Dev, Davis, CA 95616 USA.
   Univ Calif Los Angeles, Dept Educ, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles;
   University of California System; University of California Davis;
   University of California System; University of California Los Angeles
RP Univ Calif Los Angeles, Dept Psychol, Los Angeles, CA 90095 USA.
EM juvonen@psych.ucla.edu
CR Antonio AL, 2004, PSYCHOL SCI, V15, P507, DOI 10.1111/j.0956-7976.2004.00710.x
   ASHER SR, 1985, J CONSULT CLIN PSYCH, V53, P500, DOI 10.1037/0022-006X.53.4.500
   Banks J.A., 1995, HDB RES MULTICULTURA, P617
   Bellmore AD, 2004, DEV PSYCHOL, V40, P1159, DOI 10.1037/0012-1649.40.6.1159
   CROCKER J, 1989, PSYCHOL REV, V96, P608, DOI 10.1037/0033-295X.96.4.608
   DAMICO SB, 1986, SOCIOL EDUC, V59, P113, DOI 10.2307/2112436
   Eccles J.S., 1989, Research on motivation in education, V3, P139
   EPPS EG, 1975, LAW CONTEMP PROBL, V39, P300, DOI 10.2307/1191103
   Feld SL, 1998, AM J SOCIOL, V103, P1165, DOI 10.1086/231350
   Gottfredson D.C., 1984, EFFECTIVE SCH BATTER
   Graham S, 1998, DEV PSYCHOL, V34, P587, DOI 10.1037/0012-1649.34.3.587
   Gray-Little B, 2000, PSYCHOL BULL, V126, P26, DOI 10.1037/0033-2909.126.1.26
   GrayLittle B, 1997, J RES ADOLESCENCE, V7, P109, DOI 10.1207/s15327795jra0702_1
   Gurin P, 2004, J SOC ISSUES, V60, P17, DOI 10.1111/j.0022-4537.2004.00097.x
   HALLINAN MT, 1989, AM SOCIOL REV, V54, P67, DOI 10.2307/2095662
   HALLINAN MT, 1987, AM J EDUC, V95, P563, DOI 10.1086/444326
   Harter S., 1987, MANUAL SELF PERCEPTI
   Milem JF, 2003, J COLL STUDENT DEV, V44, P611, DOI 10.1353/csd.2003.0056
   Moody J, 2001, AM J SOCIOL, V107, P679, DOI 10.1086/338954
   NEARY A, 1994, PERS INDIV DIFFER, V16, P183, DOI 10.1016/0191-8869(94)90122-8
   Nishina A, 2005, J CLIN CHILD ADOLESC, V34, P37, DOI 10.1207/s15374424jccp3401_4
   OLWEUS D, 1993, BULLYING SCH WE KNOW
   Orfield G., 2006, RACIAL TRANSFORMATIO
   ORFIELD G, 2001, SCH SEPARATE CONSEQU
   Park B, 2005, PERS SOC PSYCHOL REV, V9, P108, DOI 10.1207/s15327957pspr0902_2
   Pettigrew TF, 2004, AM PSYCHOL, V59, P521, DOI 10.1037/0003-066X.59.6.521
   Raudenbush S., 2001, HIERARCHICAL LINEAR
   Schofield J.W., 1995, HDB RES MULTICULTURA, P597
   Schofield JW, 2004, AM PSYCHOL, V59, P538, DOI 10.1037/0003-066X.59.6.538
   SIMPSON EH, 1949, NATURE, V163, P688, DOI 10.1038/163688a0
   St John N.H., 1975, SCH DESEGREGATION OU
   VERNA GB, 1985, J SOC PSYCHOL, V125, P449, DOI 10.1080/00224545.1985.9713523
   WELLS AS, 1995, TEACH COLL REC, V96, P691
NR 33
TC 255
Z9 348
U1 0
U2 29
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0956-7976
EI 1467-9280
J9 PSYCHOL SCI
JI Psychol. Sci.
PD MAY
PY 2006
VL 17
IS 5
BP 393
EP 400
DI 10.1111/j.1467-9280.2006.01718.x
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 036IN
UT WOS:000237064900007
PM 16683926
DA 2024-07-19
ER

PT J
AU Junod, REV
   DuPaul, GJ
   Jitendra, AK
   Volpe, RJ
   Cleary, KS
AF Junod, REV
   DuPaul, GJ
   Jitendra, AK
   Volpe, RJ
   Cleary, KS
TI Classroom observations of students with and without ADHD: Differences
   across types of engagement
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE attention-deficit hyperactivity disorder; classroom behavior; behavior
   observation
ID DEFICIT HYPERACTIVITY DISORDER; ACADEMIC ENGAGEMENT; OBSERVATION CODE;
   TEACHER RATINGS; CHILDREN; BEHAVIOR; ACHIEVEMENT; PERFORMANCE;
   INATTENTION; VALIDATION
AB The current study examined the behaviors related to academic engagement exhibited by students with ADHD during instruction in math and reading. A total of 155 students (92 ADHD, 63 recruited controls) in graides 1 through 4 participated in the study. Results revealed that students with ADHD exhibited statistically significant lower rates of academic engagement and higher rates of off-task behaviors than recruited controls and randomly selected peer comparisons. Specifically, students with ADHD exhibited statistically significant lower rates of passive academic engagement (PET) than recruited controls and peer comparisons; however no group differences were found with regard to active engaged time (AET). In addition, students with ADHD exhibited lower rates of AET than PET, a finding observed among both recruited controls and randomly selected peer comparisons. Implications for research and practice are discussed. (c) 2006 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 Lehigh Univ, Sch Psychol Program, Bethlehem, PA 18015 USA.
C3 Lehigh University
RP Lehigh Univ, Sch Psychol Program, 111 Res Dr, Bethlehem, PA 18015 USA.
EM gjd3@lehigh.edu
RI Volpe, Robert J/JCE-1208-2023; Jitendra, Asha/AAT-8946-2020
OI , Asha/0000-0002-9406-2768
CR ABIKOFF H, 1980, J CONSULT CLIN PSYCH, V48, P555, DOI 10.1037/0022-006X.48.5.555
   ABIKOFF H, 1977, J CONSULT CLIN PSYCH, V45, P772, DOI 10.1037/0022-006X.45.5.772
   Abikoff HB, 2002, J ABNORM CHILD PSYCH, V30, P349, DOI 10.1023/A:1015713807297
   American Psychiatric Association, 2000, Text revision (DSM-IV-TR), DOI DOI 10.1176/DSM10.1176/APPI.BOOKS.9780890420249.DSM-IV-TR
   ATKINS MS, 1991, J LEARN DISABIL, V24, P197, DOI 10.1177/002221949102400403
   BARKLEY RA, 1990, J AM ACAD CHILD PSY, V29, P546, DOI 10.1097/00004583-199007000-00007
   BARKLEY RA, 1998, ATTENTION DEFECIT HY
   CANTWELL DP, 1991, J LEARN DISABIL, V24, P88, DOI 10.1177/002221949102400205
   Chun C.C., 1999, EDUC PSYCHOL-UK, V19, P191
   Cohen J., 1988, STAT POWER ANAL BEHA
   DiPerna JC, 2002, SCHOOL PSYCHOL REV, V31, P298
   DuPaul G.J., 2014, ADHD SCH ASSESSMENT, V3rd
   DuPaul GJ, 1998, J APPL BEHAV ANAL, V31, P579, DOI 10.1901/jaba.1998.31-579
   DuPaul GJ PT, 1998, ADHD RATING SCALE 4
   Fisher C.W., 1980, TIME LEARN, P7
   Greenwood C.R., 1995, Diagnostique, V20, P73
   Greenwood C.R., 1984, Behavioral analysis in education, P58
   GREENWOOD CR, 1989, J EDUC PSYCHOL, V81, P371, DOI 10.1037/0022-0663.81.3.371
   GREENWOOD CR, 1994, SCHOOL PSYCHOL REV, V23, P652
   Greenwood CR, 2002, SCHOOL PSYCHOL REV, V31, P328
   Greenwood CR, 1996, SCHOOL PSYCHOL QUART, V11, P283, DOI 10.1037/h0088935
   Harper G.F., 1994, Creativity and collaborative learning, P229
   HINSHAW SP, 1992, PSYCHOL BULL, V111, P127, DOI 10.1037/0033-2909.111.1.127
   Hollingshead A, 1975, Yale J Sociol
   LEACH DJ, 1985, BEHAV MODIF, V9, P55, DOI 10.1177/01454455850091004
   MANNUZZA S, 1993, ARCH GEN PSYCHIAT, V50, P565
   MILICH R, 1988, J CLIN CHILD PSYCHOL, V17, P92, DOI 10.1207/s15374424jccp1701_12
   Platzman K.A., 1992, School Psychology Quarterly, V7, P155
   Rapport MD, 1999, J CHILD PSYCHOL PSYC, V40, P1169, DOI 10.1111/1469-7610.00534
   Rathvon N., 1999, Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence
   Rosen CJ, 1998, J CLIN DENSITOM, V1, P3, DOI 10.1385/JCD:1:1:3
   Shaffer D, 1996, J AM ACAD CHILD PSY, V35, P865, DOI 10.1097/00004583-199607000-00012
   Shapiro E., 1996, ACAD SKILLS PROBLEMS, V2nd
   Skansgaard EP, 1998, CHILD FAM BEHAV THER, V20, P1
   Stanley S.O., 1981, CISSAR: Code for instructional structure and student academic response: Observer's manual
   THURLOW ML, 1984, LEARN DISABILITY Q, V7, P55, DOI 10.2307/1510262
   Vincent J.P., 1981, PSYCHOSOCIAL ASPECTS, P207
   Weiss G., 1993, HYPERACTIVE CHILDREN
   YOUNG RD, 1981, PSYCHOSOCIAL ASPECTS, P207
NR 39
TC 98
Z9 156
U1 1
U2 27
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD APR
PY 2006
VL 44
IS 2
BP 87
EP 104
DI 10.1016/j.jsp.2005.12.004
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 034JI
UT WOS:000236924800002
DA 2024-07-19
ER

PT J
AU Assor, A
   Kaplan, H
   Kanat-Maymon, Y
   Roth, G
AF Assor, A
   Kaplan, H
   Kanat-Maymon, Y
   Roth, G
TI Directly controlling teacher behaviors as predictors of poor motivation
   and engagement in girls and boys: The role of anger and anxiety
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE autonomy support; control; emotion; motivation; gender differences;
   teachers' behavior; engagement
ID SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; AUTONOMY
AB We focused on potential effects of directly controlling teacher behaviors (DCTB), such as giving frequent directives, interfering with children's preferred pace of learning, and not allowing critical and independent opinions. We hypothesized that children's perceptions of their teachers as directly controlling would arouse anger and anxiety in children, and these emotions would enhance a-motivation and extrinsic motivation, which, respectively, would undermine intensive academic engagement and promote restricted engagement. Three hundred and nineteen Israeli 4th-5th graders completed questionnaires assessing the variables of interest. The extent to which children showed intensive academic engagement was assessed by their primary teachers. Path analyses supported the expected relations. DCTB appear particularly harmful because they lead to a-motivation that is intertwined with anger and anxiety. (c) 2005 Elsevier Ltd. All rights reserved.
C1 Ben Gurion Univ Negev, Dept Educ, IL-84105 Beer Sheva, Israel.
C3 Ben Gurion University
RP Ben Gurion Univ Negev, Dept Educ, IL-84105 Beer Sheva, Israel.
EM assor@bgumail.bgu.ac.il
RI Roth, Guy/F-1496-2012
OI Roth, Guy/0000-0002-5662-7561; Kaplan, Haya/0000-0001-5376-6892
CR Allen J, 2020, ARCHAEOL OCEAN, V55, P1, DOI 10.1002/arco.5207
   Assor A, 2002, BRIT J EDUC PSYCHOL, V72, P261, DOI 10.1348/000709902158883
   ASSOR A, 1986, J PERS SOC PSYCHOL, V50, P644, DOI 10.1037/0022-3514.50.3.644
   Assor A, 2004, J PERS, V72, P47, DOI 10.1111/j.0022-3506.2004.00256.x
   Assor A., 2001, TRENDS PROSPECTS MOT, P101
   ASSOR A, 2001, MEGAMOT, V41, P148
   Buck R., 1988, HUMAN MOTIVATION EMO
   Deci E.L., 1985, INTRINSIC MOTIVATION, DOI [10.1007/978-1-4899-2271-7, DOI 10.1007/978-1-4899-2271-7]
   Deci EL, 1996, LEARN INDIVID DIFFER, V8, P165, DOI 10.1016/S1041-6080(96)90013-8
   DECI EL, 1981, J EDUC PSYCHOL, V73, P642, DOI 10.1037/0022-0663.73.5.642
   Deci EL, 2000, PSYCHOL INQ, V11, P227, DOI 10.1207/S15327965PLI1104_01
   DECI EL, 1981, J PERS SOC PSYCHOL, V40, P1, DOI 10.1037/0022-3514.40.1.1
   DECI EL, 1982, J EDUC PSYCHOL, V74, P852, DOI 10.1037/0022-0663.74.6.852
   Eccles J.S., 1989, Research on motivation in education, V3, P139
   FEINGOLD A, 1994, PSYCHOL BULL, V116, P429, DOI 10.1037/0033-2909.116.3.429
   Frijda N.H., 1999, APPL PSYCHOL-HLTH WE, P190
   Grolnick W.S., 1997, PARENTING CHILDRENS, P135, DOI DOI 10.1016/J.APPDEV.2009.02.001
   GROLNICK WS, 1987, J PERS SOC PSYCHOL, V52, P890, DOI 10.1037/0022-3514.52.5.890
   Kaplan H., 2003, 84 ANN M AM ED RES A
   Kenny D. A., 1998, The handbook of social psychology, V4th, P233, DOI DOI 10.1002/PITS.10035
   LAZARUS RS, 1991, AM PSYCHOL, V46, P819, DOI 10.1037/0003-066X.46.8.819
   Lindsey EW, 1997, SEX ROLES, V37, P643, DOI 10.1007/BF02936333
   Little TD, 1997, MULTIVAR BEHAV RES, V32, P53, DOI 10.1207/s15327906mbr3201_3
   Maccoby E., 1999, The two sexes: growing up apart, coming together
   Maehr M., 1996, TRANSFORMING SCH CUL
   Reeve J., 2002, HDB SELF DETERMINATI, P183
   Ruble D.N., 1998, Handbook of child psychology, V3, P933, DOI DOI 10.1002/9780470147658.CHPSY0314
   Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
   Saarni C., 1998, HDB CHILD PSYCHOL, V3, P237
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Vallerand RJ, 1997, J PERS SOC PSYCHOL, V72, P1161, DOI 10.1037/0022-3514.72.5.1161
NR 31
TC 285
Z9 366
U1 2
U2 80
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
EI 1873-3263
J9 LEARN INSTR
JI Learn Instr.
PD OCT
PY 2005
VL 15
IS 5
BP 397
EP 413
DI 10.1016/j.learninstruc.2005.07.008
PG 17
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 970LE
UT WOS:000232310700003
DA 2024-07-19
ER

PT J
AU Anderson, AR
   Christenson, SL
   Sinclair, MF
   Lehr, CA
AF Anderson, AR
   Christenson, SL
   Sinclair, MF
   Lehr, CA
TI Check & Connect: The importance of relationships for promoting
   engagement with school
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE engagement; relationships
ID TEACHER-STUDENT RELATIONSHIP; MIDDLE SCHOOL; CHILDRENS ENGAGEMENT;
   ADOLESCENTS; MOTIVATION; ADJUSTMENT; PREVENTION; CONTEXT; DROPOUT;
   PARTICIPATION
AB The purpose of this study was to examine whether the closeness and quality of relationships between intervention staff and students involved in the Check & Connect program were associated with improved student engagement in school. Participants included 80 elementary and middle school students referred to the Check & Connect program for poor attendance, an early sign of disengagement, while in elementary school. After accounting for student risk and prior attendance, student and interventionist perceptions of the closeness and quality of their relationship were found to be associated with improved engagement in terms of school attendance, and interventionist perceptions of their relationships with students were associated with teacher-rated academic engagement (e.g., prepared for class, work completion, persistence). The importance of designing and evaluating relationship-based interventions for students at-risk for school failure is discussed. (C) 2004 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 Univ Minnesota, Dept Educ Psychol, Sch Psychol Program, Minneapolis, MN 55455 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities
RP Univ Minnesota, Dept Educ Psychol, Sch Psychol Program, 350 Elliot Hall,75 E River Rd, Minneapolis, MN 55455 USA.
EM ande2654@umn.edu
OI Reschly, Amy/0000-0001-9379-162X
CR Alexander KL, 1997, SOCIOL EDUC, V70, P87, DOI 10.2307/2673158
   ANDERSON AR, 2001, ANN M NAT ASS SCH PS
   [Anonymous], 1991, MINNESOTA S CHILD PS
   Barber BK, 1997, J ADOLESCENT RES, V12, P287, DOI 10.1177/0743554897122008
   BARRINGTON BL, 1989, J EDUC RES, V82, P309, DOI 10.1080/00220671.1989.10885913
   BENSON PL, 1997, ALL KIDS OUR KIDS WH
   BERNDT TJ, 1995, CHILD DEV, V66, P1312, DOI 10.2307/1131649
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   Cavell TA, 2000, J SCHOOL PSYCHOL, V38, P199, DOI 10.1016/S0022-4405(99)00040-0
   Christenson S., 1999, Australian Journal of Guidance Counseling, V9, P169, DOI DOI 10.1017/S1037291100003083
   Christenson S.L., 2001, Promoting engagement with school and learning: A resource for Check Connect mentors to enhance student success. Early Risers Skills for Success Project
   Christenson S.L., 2000, PREVENTING SCH PROBL, P211, DOI DOI 10.1521/SCPQ.16.4.468.19898
   Christenson S. L., 1997, REACHING TODAYS YOUT, P18
   Christenson SL, 2002, SCHOOL PSYCHOL REV, V31, P378
   Comer James., 1996, RALLYING WHOLE VILLA
   Doll B, 1998, SCHOOL PSYCHOL REV, V27, P348
   ECCLES JS, 1993, ELEM SCHOOL J, V93, P553, DOI 10.1086/461740
   ENSMINGER ME, 1992, SOCIOL EDUC, V65, P95, DOI 10.2307/2112677
   Feldlaufer H., 1988, Journal of Early Adolescence, V8, P133, DOI DOI 10.1177/0272431688082003
   FINN JD, 1991, EDUC PSYCHOL MEAS, V51, P393, DOI 10.1177/0013164491512013
   FINN JD, 1992, AM EDUC RES J, V29, P141, DOI 10.3102/00028312029001141
   Finn JD, 1997, J APPL PSYCHOL, V82, P221, DOI 10.1037/0021-9010.82.2.221
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Garbarino J., 1995, RAISING CHILDREN SOC
   Grannis J.C., 1994, Schools and students at risk: Context and framework for positive change, P182
   Hamre BK, 2001, CHILD DEV, V72, P625, DOI 10.1111/1467-8624.00301
   Hughes JN, 2001, J SCHOOL PSYCHOL, V39, P289, DOI 10.1016/S0022-4405(01)00074-7
   Hughes JN, 1999, J CLIN CHILD PSYCHOL, V28, P173, DOI 10.1207/s15374424jccp2802_5
   KINDERMANN TA, 1993, DEV PSYCHOL, V29, P970, DOI 10.1037/0012-1649.29.6.970
   LEHR C, 2003, UNPUB ADDRESSING SCH
   LEHR CA, 1999, UNPUB CONTEXTUAL FAC
   Masten A.S., 2002, HDB POSITIVE PSYCHOL, DOI DOI 10.1093/OXFORDHB/9780195187243.013.0012
   Masten AS, 2001, AM PSYCHOL, V56, P227, DOI 10.1037/0003-066X.56.3.227
   Masten AS, 1998, AM PSYCHOL, V53, P205, DOI 10.1037/0003-066X.53.2.205
   McPartland J.M., 1994, Schools and students at risk: Context and framework for positive change, P255
   MIDGLEY C, 1989, CHILD DEV, V60, P981, DOI 10.2307/1131038
   Miller GE, 1998, SCHOOL PSYCHOL REV, V27, P364
   *MINN PUBL SCH, 2002, ATT MATT
   OSHAUGHNESSY TE, 2001, PROJECT ELSE EARLY L
   Piano MR, 1998, HEART LUNG, V27, P3, DOI 10.1016/S0147-9563(98)90063-2
   Pianta R., 1996, HIGH RISK CHILDREN S
   Pianta R.C., 1999, Enhancing relationships between children and teachers
   PIANTA RC, 1995, DEV PSYCHOPATHOL, V7, P295, DOI 10.1017/S0954579400006519
   PIANTA RC, 1992, PARENT ROLE OTHER AD, P61
   Resnick MD, 1997, JAMA-J AM MED ASSOC, V278, P823, DOI 10.1001/jama.278.10.823
   Roeser RW, 1996, J EDUC PSYCHOL, V88, P408, DOI 10.1037/0022-0663.88.3.408
   Roeser RW, 1998, DEV PSYCHOPATHOL, V10, P321, DOI 10.1017/S0954579498001631
   Roeser RW, 1998, J RES ADOLESCENCE, V8, P123, DOI 10.1207/s15327795jra0801_6
   RUMBERGER RW, 1995, AM EDUC RES J, V32, P583, DOI 10.3102/00028312032003583
   Sage NA, 1999, MERRILL PALMER QUART, V45, P143
   Sinclair MF, 1998, EXCEPT CHILDREN, V65, P7, DOI 10.1177/001440299806500101
   SINCLAIR MF, 2000, PROGRAM EVALUATION 2
   SINCLAIR MF, 2002, SCALING UP SUCCESS B
   SINCLAIR MF, 1997, CHECK CONNECT MONITO
   SINCLAIR MF, 2002, PROGRAM EVALUATION 2
   SINCLAIR MF, 2001, FINAL REPORT PERSIST
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   Wentzel KK, 2002, SCHOOL PSYCHOL REV, V31, P366
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Wentzel KR, 1997, J EDUC PSYCHOL, V89, P411, DOI 10.1037/0022-0663.89.3.411
   Wigfield A., 1994, Journal of Early Adolescence, V14, P107, DOI [DOI 10.1177/027243169401400203, 10.1177/027243169401400203]
NR 61
TC 215
Z9 418
U1 4
U2 44
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD MAR-APR
PY 2004
VL 42
IS 2
BP 95
EP 113
DI 10.1016/j.jsp.2004.01.002
PG 19
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 810TI
UT WOS:000220726200002
DA 2024-07-19
ER

PT J
AU Furrer, C
   Skinner, E
AF Furrer, C
   Skinner, E
TI Sense of relatedness as a factor in children's academic engagement and
   performance
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID SOCIAL SUPPORT; MIDDLE SCHOOL; ADOLESCENT ACHIEVEMENT;
   SELF-DETERMINATION; MULTIPLE WORLDS; MOTIVATION; CLASSROOM; PERCEPTIONS;
   STUDENT; PEER
AB Children's sense of relatedness is vital to their academic motivation from 3rd to 6th grade. Children's (n = 641) reports of relatedness predicted changes in classroom engagement over the school year and contributed over and above the effects of perceived control. Regression and cumulative risk analyses revealed that relatedness to parents, teachers, and peers each uniquely contributed to students' engagement, especially emotional engagement. Girls reported higher relatedness than boys, but relatedness to teachers was a more salient predictor of engagement for boys. Feelings of relatedness to teachers dropped from 5th to 6th grade, but the effects of relatedness on engagement were stronger for 6th graders. Discussion examines theoretical, empirical, and practical implications of relatedness as a key predictor of children's academic motivation and performance.
C1 Portland State Univ, Dept Psychol, Portland, OR 97207 USA.
C3 Portland State University
RP Portland State Univ, Dept Psychol, POB 751, Portland, OR 97207 USA.
EM skinnere@pdx.edu
RI Fahimifar, Sepideh/M-5303-2019
OI Furrer, Carrie/0000-0002-4414-7368
CR AINSWORTH MDS, 1979, AM PSYCHOL, V34, P932, DOI 10.1037/0003-066X.34.10.932
   AMES C, 1984, J EDUC PSYCHOL, V76, P535, DOI 10.1037/0022-0663.76.4.535
   Anderman L.H., 1999, Journal of Research and Development in Education, V32, P89, DOI DOI 10.1006/CEPS.1998.0978
   Anderman LH, 1999, CONTEMP EDUC PSYCHOL, V24, P21, DOI 10.1006/ceps.1998.0978
   ANDERSON CS, 1982, REV EDUC RES, V52, P368, DOI 10.2307/1170423
   [Anonymous], 1995, PERCEIVED CONTROL MO, DOI DOI 10.4135/9781483327198
   [Anonymous], 2002, MOTIVATION LEARN THE
   Bandura A., 1997, SELF EFFICACY EXERCI
   BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173, DOI 10.1037/0022-3514.51.6.1173
   Battistich V, 1997, EDUC PSYCHOL-US, V32, P137, DOI 10.1207/s15326985ep3203_1
   BATTISTICH V, 1995, AM EDUC RES J, V32, P627, DOI 10.3102/00028312032003627
   BAUMEISTER RF, 1995, PSYCHOL BULL, V117, P497, DOI 10.1037/0033-2909.117.3.497
   Birch S., 1996, Social motivation: Understanding children's school adjustment, P199
   Birch SH, 1998, DEV PSYCHOL, V34, P934, DOI 10.1037/0012-1649.34.5.934
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   BLUMENFELD PC, 1992, J EDUC PSYCHOL, V84, P272, DOI 10.1037/0022-0663.84.3.272
   Bowlby J., 1973, Attachment and loss: Volume II: Separation, anxiety and anger, P1
   Bowlby J., 1982, ATTACHMENT LOSS, VI
   BRETHERTON I, 1985, MONOGR SOC RES CHILD, V50, P3, DOI 10.2307/3333824
   COHEN S, 1985, PSYCHOL BULL, V98, P310, DOI 10.1037/0033-2909.98.2.310
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   Connell J.P., 1990, The self in transition: Infancy to childhood, P61
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   Cooper CR, 1999, MINN SYM CHILD PSYCH, V29, P25
   CRITTENDEN PM, 1990, INF MENTAL HLTH J, V11, P259, DOI 10.1002/1097-0355(199023)11:3<259::AID-IMHJ2280110308>3.0.CO;2-J
   DAKOF GA, 1990, J PERS SOC PSYCHOL, V58, P80, DOI 10.1037/0022-3514.58.1.80
   Deci E.L., 1985, INTRINSIC MOTIVATION, DOI [10.1007/978-1-4899-2271-7, DOI 10.1007/978-1-4899-2271-7]
   DECI EL, 1991, EDUC PSYCHOL-US, V26, P325, DOI 10.1207/s15326985ep2603&4_6
   Deci EL, 2000, PSYCHOL INQ, V11, P227, DOI 10.1207/S15327965PLI1104_01
   DUBOIS DL, 1992, CHILD DEV, V63, P542, DOI 10.1111/j.1467-8624.1992.tb01645.x
   Dweck C.S., 1999, SELF THEORIES
   Eccles J.S., 1989, RES MOTIVATION ED, V3, P13
   Eccles J. S., 1998, Handbook of child psychology: Vol. 3. Social, emotional, V5th ed., P1017, DOI DOI 10.1002/9780470147658
   FELNER RD, 1985, AM J COMMUN PSYCHOL, V13, P365, DOI 10.1007/BF00911214
   FINCHAM FD, 1989, CHILD DEV, V60, P138, DOI 10.1111/j.1467-8624.1989.tb02703.x
   GINSBURG GS, 1993, CHILD DEV, V64, P1461, DOI 10.2307/1131546
   Goldstein LS, 1999, AM EDUC RES J, V36, P647, DOI 10.3102/00028312036003647
   Goodenow C., 1993, The Journal of Early Adolescence, V13, P21, DOI [DOI 10.1177/0272431693013001002, 10.1177/0272431693013001002, https://doi.org/10.1177/0272431693013001002]
   GOTTFRIED AE, 1994, J EDUC PSYCHOL, V86, P104, DOI 10.1037/0022-0663.86.1.104
   Grolnick W.S., 1992, Contemporary Families: A handbook for school professionals, P275
   GROLNICK WS, 1991, J EDUC PSYCHOL, V83, P508, DOI 10.1037/0022-0663.83.4.508
   GROLNICK WS, 1994, CHILD DEV, V65, P237, DOI 10.2307/1131378
   GROLNICK WS, 1989, J EDUC PSYCHOL, V81, P143, DOI 10.1037/0022-0663.81.2.143
   HARTER S, 1978, HUM DEV, V21, P34, DOI 10.1159/000271574
   Harter S., 1984, DEV ACHIEVEMENT MOTI, P219
   Harter S., 1996, SOCIAL MOTIVATION UN, P11, DOI [https://doi.org/10.1017/CBO9780511571190.004, DOI 10.1017/CBO9780511571190.004]
   Hymel S., 1996, SOCIAL MOTIVATION, P313
   Juvonen Jaana., 1996, SOCIAL MOTIVATION
   KURDEK LA, 1995, CHILD DEV, V66, P430, DOI 10.2307/1131588
   Lynch M, 1997, J SCHOOL PSYCHOL, V35, P81, DOI 10.1016/S0022-4405(96)00031-3
   Lynch Michael, 1992, V57, P81
   Maccoby E.E., 1983, Handbook of child psychology, Volume IV. Socialization, personality, VIV, P1
   McDougall P, 1998, CAN J BEHAV SCI, V30, P108, DOI 10.1037/h0085811
   Midgley C, 1998, EDUC PSYCHOL, V33, P195, DOI 10.1207/s15326985ep3304_4
   Murdock TB, 1999, J EDUC PSYCHOL, V91, P62, DOI 10.1037/0022-0663.91.1.62
   PHELAN P, 1991, ANTHROPOL EDUC QUART, V22, P224, DOI 10.1525/aeq.1991.22.3.05x1051k
   PIANTA RC, 1994, J SCHOOL PSYCHOL, V32, P15, DOI 10.1016/0022-4405(94)90026-4
   PINTRICH PR, 1990, J EDUC PSYCHOL, V82, P33, DOI 10.1037/0022-0663.82.1.33
   Renninger K.A., 1992, ROLE INTEREST LEARNI
   Resnick MD, 1997, JAMA-J AM MED ASSOC, V278, P823, DOI 10.1001/jama.278.10.823
   Roeser RW, 1996, J EDUC PSYCHOL, V88, P408, DOI 10.1037/0022-0663.88.3.408
   ROSENHOLTZ SJ, 1980, AM EDUC RES J, V17, P75, DOI 10.3102/00028312017001075
   Ryan R.M., 1994, J EARLY ADOLESCENCE, V14, P226, DOI [10.1177/027243169401400207, DOI 10.1177/027243169401400207]
   RYAN RM, 1991, J EXP EDUC, V60, P49, DOI 10.1080/00220973.1991.10806579
   Sage NA, 1999, MERRILL PALMER QUART, V45, P143
   Sandler I.N., 1989, Children's social networks and social supports, P277
   SARASON IG, 1990, J SOC PERS RELAT, V7, P495, DOI 10.1177/0265407590074006
   Skinner E.A., 1998, Monographs of the Society for Research in Child Development, Serial No. 254, V63
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   SKINNER EA, 1988, J PERS SOC PSYCHOL, V54, P117, DOI 10.1037/0022-3514.54.1.117
   SKINNER EA, 1999, BIENN M SOC RES CHIL
   STEINBERG L, 1994, CHILD DEV, V65, P754, DOI 10.2307/1131416
   STEINBERG L, 1992, AM PSYCHOL, V47, P723, DOI 10.1037/0003-066X.47.6.723
   STEINBERG L, 1989, CHILD DEV, V60, P1424, DOI 10.2307/1130932
   Steinberg L., 1995, EXAMINING LIVES CONT, P423, DOI DOI 10.1037/10176-012
   WAGNER BM, 1992, CHILD DEV, V63, P1380, DOI 10.1111/j.1467-8624.1992.tb01702.x
   Wasserstein SB, 1996, J CLIN CHILD PSYCHOL, V25, P177, DOI 10.1207/s15374424jccp2502_6
   WEINER B, 1990, J EDUC PSYCHOL, V82, P616, DOI 10.1037/0022-0663.82.4.616
   Wellborn J. G., 1991, THESIS U ROCHESTER N
   WENTZEL KR, 1994, J EDUC PSYCHOL, V86, P173, DOI 10.1037/0022-0663.86.2.173
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Wentzel KR, 1997, J EDUC PSYCHOL, V89, P411, DOI 10.1037/0022-0663.89.3.411
   Wentzel KR, 1999, J EDUC PSYCHOL, V91, P76, DOI 10.1037/0022-0663.91.1.76
NR 84
TC 1312
Z9 2174
U1 11
U2 243
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD MAR
PY 2003
VL 95
IS 1
BP 148
EP 162
DI 10.1037/0022-0663.95.1.148
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 652DT
UT WOS:000181365100013
DA 2024-07-19
ER

PT J
AU Bryant, AN
AF Bryant, AN
TI Changes in attitudes toward women's roles: Predicting gender-role
   traditionalism among college students
SO SEX ROLES
LA English
DT Article
DE college students; attitudes; traditionalism
ID SEX-ROLE ATTITUDES; IMPACT; COURSES; RACE
AB National college student data derived from the 1996 Cooperative Institutional Research Program Freshman Survey and the 2000 College Student Survey were used to assess longitudinal changes in gender-role traditionalism across 4 years of college. Applying the Input-Environment-Outcome model to blocked stepwise regression analyses, the predictive value of students' precollege characteristics and predispositions, and various college environments and experiences, were assessed for men and women. Findings indicated that students' levels of traditionalism declined during college. Although men and women tended to change similarly on this dimension, women held more egalitarian views than did men at college entry and 4 years later. Regression results pointed to the relevance of peers, academic engagement, women's studies courses, and diversity experiences for students' gender-role attitudes 4 years after college entry.
C1 Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Higher Educ Res Inst, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Bryant, AN (corresponding author), Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Higher Educ Res Inst, 3005 Moore Hall,Mailbox 951521, Los Angeles, CA 90095 USA.
CR Astin A.W., 1997, The American freshman: Thirty-year trends
   Astin A.W., 1993, Assessment for excellence
   BAKER CA, 1980, SO J ED RES, V14, P79
   BARGAD A, 1991, PSYCHOL WOMEN QUART, V15, P181, DOI 10.1111/j.1471-6402.1991.tb00791.x
   BERS TH, 1980, PSYCHOL WOMEN QUART, V4, P492, DOI 10.1111/j.1471-6402.1980.tb00722.x
   BUCKNER DR, 1981, J COLL STUDENT DEV, V22, P52
   CORBETT M, 1981, SEX ROLES, V7, P233, DOI 10.1007/BF00287538
   ETAUGH C, 1981, PSYCHOL WOMEN QUART, V5, P591, DOI 10.1111/j.1471-6402.1981.tb00597.x
   ETAUGH C, 1989, J COLL STUDENT DEV, V30, P41
   ETAUGH C, 1975, J COLL STUDENT DEV, V16, P273
   ETAUGH C, 1977, ANN M MIDW PSYCH ASS
   FUNK RB, 1987, SOCIOL EDUC, V60, P224, DOI 10.2307/2112558
   GEFFNER RA, 1990, ANN M SW PSYCH ASS D
   Harris KL, 1999, SEX ROLES, V40, P969, DOI 10.1023/A:1018885407873
   LOTTES IL, 1992, ADOLESCENCE, V27, P675
   LOTTES IL, 1994, SEX ROLES, V31, P31, DOI 10.1007/BF01560276
   Lovejoy M., 1998, NWSA J, V10, P119
   LYSON TA, 1986, PSYCHOL WOMEN QUART, V10, P421, DOI 10.1111/j.1471-6402.1986.tb00766.x
   Magolda M., 1993, What matters in college?: Four critical years revisited, V22, DOI 10.2307/1176821
   MCHALE MT, 1994, ANN M ASS STUD HIGH
   MORINAGA Y, 1993, SEX ROLES, V29, P317, DOI 10.1007/BF00289426
   Pascarella E. T., 1991, COLL AFFECTS STUDENT
   RENZETTI CM, 1987, SEX ROLES, V16, P265, DOI 10.1007/BF00289954
   RHOADS RA, 1995, ANTHROPOL EDUC QUART, V26, P306, DOI 10.1525/aeq.1995.26.3.05x0935y
   STAKE JE, 1994, PSYCHOL WOMEN QUART, V18, P403, DOI 10.1111/j.1471-6402.1994.tb00463.x
   STEIGER JC, 1981, SEX ROLES, V7, P627, DOI 10.1007/BF00291749
   THOMAS LK, 1998, ED STUDENTS CULTURAL
   THOMSEN CJ, 1995, PSYCHOL WOMEN QUART, V19, P419, DOI 10.1111/j.1471-6402.1995.tb00084.x
   VEDOVATO S, 1980, PSYCHOL WOMEN QUART, V4, P587, DOI 10.1111/j.1471-6402.1980.tb00729.x
   WEEKS MO, 1987, SEX ROLES, V17, P49, DOI 10.1007/BF00287899
NR 30
TC 128
Z9 184
U1 0
U2 26
PU KLUWER ACADEMIC/PLENUM PUBL
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0360-0025
J9 SEX ROLES
JI Sex Roles
PD FEB
PY 2003
VL 48
IS 3-4
BP 131
EP 142
DI 10.1023/A:1022451205292
PG 12
WC Psychology, Developmental; Psychology, Social; Women's Studies
WE Social Science Citation Index (SSCI)
SC Psychology; Women's Studies
GA 646XQ
UT WOS:000181061800003
DA 2024-07-19
ER

PT J
AU Martin, AJ
   Marsh, HW
   Debus, RL
AF Martin, AJ
   Marsh, HW
   Debus, RL
TI Self-handicapping and defensive pessimism: A model of self-protection
   from a longitudinal perspective
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE self-handicapping; defensive pessimism; motivation; self-protection
ID EXPLORATORY FACTOR-ANALYSIS; GENERAL-APPROACH; STUDENTS USE;
   ACHIEVEMENT; PREDICTORS; STRATEGIES; OPTIMISM; ANXIETY; ESTEEM; SCHOOL
AB This research places self-handicapping and defensive pessimism (comprising defensive expectations and reflectivity) into a single conceptual and analytic framework that models the full self-protective process across time. Data on two occasions collected during students' (n = 328) first two years at university show: performance orientation positively predicts self-handicapping, defensive expectations, and reflectivity; task-orientation negatively predicts self-handicapping and defensive expectations and positively predicts reflectivity; uncertain personal control positively predicts defensive expectations and reflectivity; and an external attributional orientation positively predicts self-handicapping and defensive expectations. Although both self-handicapping and defensive expectations negatively affect academic outcomes, the negative effects of self-handicapping were more marked. In contrast to these counter-productive strategies, reflectivity had positive effects on academic engagement. (C) 2002 Elsevier Science (USA). All rights reserved.
C1 Univ Western Sydney, SELF Res Ctr, Penrith, NSW, Australia.
   Univ Sydney, Fac Educ, Sydney, NSW 2006, Australia.
C3 Western Sydney University; University of Sydney
RP Univ Western Sydney, SELF Res Ctr, Locked Bag 1797, Penrith, NSW, Australia.
EM a.martin@uws.edu.au
RI Marsh, Herbert W/B-3134-2017
OI Marsh, Herbert W/0000-0002-1078-9717; Martin, Andrew/0000-0001-5504-392X
CR ABRAMSON LY, 1978, J ABNORM PSYCHOL, V87, P49, DOI 10.1037/0021-843X.87.1.49
   [Anonymous], 1991, Measurement, design, and analysis: An integrated approach
   ATKINSON JW, 1957, PSYCHOL REV, V64, P359, DOI 10.1037/h0043445
   Bagozzi RP, 1994, STRUCT EQU MODELING, V1, P35, DOI 10.1080/10705519409539961
   Bandura A., 1986, Social foundations of thought and action: A social cognitive theory, V1986, P23
   Bandura A., 1997, SelfEfficacy; The exercise ofcontrol
   BAUMEISTER RF, 1988, PSYCHOL BULL, V104, P3, DOI 10.1037/0033-2909.104.1.3
   BAUMGARDNER AH, 1987, J PERS SOC PSYCHOL, V52, P525
   BERGLAS S, 1978, J PERS SOC PSYCHOL, V36, P405, DOI 10.1037/0022-3514.36.4.405
   BERNSTEIN IH, 1989, PSYCHOL BULL, V105, P467, DOI 10.1037/0033-2909.105.3.467
   Bollen K. A., 1989, STRUCTURAL EQUATIONS
   Buss D.M., 1989, PERSONALITY PSYCHOL
   Campbell JD, 1996, J PERS SOC PSYCHOL, V70, P141, DOI 10.1037/0022-3514.70.1.141
   CANTOR N, 1989, SOC COGNITION, V7, P92, DOI 10.1521/soco.1989.7.2.92
   CATTELL RB, 1956, J CLIN PSYCHOL, V12, P205, DOI 10.1002/1097-4679(195607)12:3<205::AID-JCLP2270120302>3.0.CO;2-0
   Cohen J., 2013, APPL MULTIPLE REGRES
   CONNELL JP, 1985, CHILD DEV, V56, P1018, DOI 10.1111/j.1467-8624.1985.tb00174.x
   Covington M., 1989, The social importance of self-esteem
   Covington M., 1984, Research on Motivation in Education, V1
   Covington M.V., 1991, Stress and emotion, V14
   Covington M.V., 1997, Effective teaching in higher education
   COVINGTON MV, 1984, J EDUC PSYCHOL, V76, P159, DOI 10.1037/0022-0663.76.1.159
   COVINGTON MV, 1992, MAKING GRADE SELFWOR
   CRAVEN RG, 1991, J EDUC PSYCHOL, V83, P17, DOI 10.1037/0022-0663.83.1.17
   DEGREE CE, 1985, J PERS SOC PSYCHOL, V48, P1512, DOI 10.1037/0022-3514.48.6.1512
   Deppe RK, 1996, J PERS SOC PSYCHOL, V70, P868, DOI 10.1037/0022-3514.70.4.868
   DUDA JL, 1992, MOTIVATION IN SPORT AND EXERCISE, P57
   DWECK CS, 1990, PERCEPTIONS MOTIVATI, V38
   Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
   Eronen S, 1998, LEARN INSTR, V8, P159, DOI 10.1016/S0959-4752(97)00015-7
   Feick DL, 1997, MOTIV EMOTION, V21, P147, DOI 10.1023/A:1024434600296
   FERRARI JR, 1992, J RES PERS, V26, P75, DOI 10.1016/0092-6566(92)90060-H
   Floyd FJ, 1995, PSYCHOL ASSESSMENT, V7, P286, DOI 10.1037/1040-3590.7.3.286
   GARCIA T, 1994, SELFREGULATION LEARN
   GARCIA T, 1990, ANN AM ED RES ASS C
   GOODHART DE, 1986, J PERS SOC PSYCHOL, V51, P117, DOI 10.1037/0022-3514.51.1.117
   Harackiewicz JM, 1998, EDUC PSYCHOL, V33, P1, DOI 10.1207/s15326985ep3301_1
   HARTER S, 1992, AM EDUC RES J, V29, P777, DOI 10.2307/1163407
   HATTI EJ, 1996, HDB SELF CONCEPT DEV
   HATTIE J, 1988, BRIT J EDUC PSYCHOL, V58, P345, DOI 10.1111/j.2044-8279.1988.tb00910.x
   HIGGINS RL, 1988, J SOC CLIN PSYCHOL, V6, P191, DOI 10.1521/jscp.1988.6.2.191
   HIRT ER, 1991, J PERS SOC PSYCHOL, V61, P981, DOI 10.1037/0022-3514.61.6.981
   HULL JG, 1991, J PERS SOC PSYCHOL, V61, P932, DOI 10.1037/0022-3514.61.6.932
   JERESKOG KG, 1979, LONGITUDINAL RES STU
   Johnson D.W., 1989, COOPERATION COMPETIT
   Joreskog K.G., 1988, PRELIS, V2nd
   Joreskog K. G., 1993, LISREL 8: Structural equation modeling with the SIMPLIS command language
   Joreskog K. G., 1989, LISREL 7: A guide to the program and applications
   LEFCOURT HM, 1979, CAN J BEHAV SCI, V11, P286, DOI 10.1037/h0081598
   Marsh H. W., 1996, ADV STRUCTURAL EQUAT, P315
   MARSH HW, 1984, J EDUC MEAS, V21, P153, DOI 10.1111/j.1745-3984.1984.tb00227.x
   Marsh HW, 1998, MULTIVAR BEHAV RES, V33, P181, DOI 10.1207/s15327906mbr3302_1
   MARSH HW, 1992, J EDUC PSYCHOL, V84, P35, DOI 10.1037/0022-0663.84.1.35
   MARSH JW, 2001, INT PERSPECTIVES IND
   Martin AJ, 1998, BRIT J EDUC PSYCHOL, V68, P517, DOI 10.1111/j.2044-8279.1998.tb01309.x
   Martin AJ, 2001, J EDUC PSYCHOL, V93, P87, DOI 10.1037//0022-0663.93.1.87
   MARTIN AJ, 1998, THESIS U W SYDNEY MA
   MCCLELLAND DC, 1965, AM PSYCHOL, V20, P321, DOI 10.1037/h0022225
   Middleton MJ, 1997, J EDUC PSYCHOL, V89, P710, DOI 10.1037/0022-0663.89.4.710
   Midgley C, 1996, J EDUC PSYCHOL, V88, P423, DOI 10.1037/0022-0663.88.3.423
   MIDGLEY C, 1995, J EARLY ADOLESCENCE, V15, P389, DOI 10.1177/0272431695015004001
   Miller RB, 1996, CONTEMP EDUC PSYCHOL, V21, P388, DOI 10.1006/ceps.1996.0028
   MORIARTY B, 1995, BRIT J EDUC PSYCHOL, V65, P73, DOI 10.1111/j.2044-8279.1995.tb01132.x
   Nicholls J. G., 1989, The Competitive Ethos and Democratic Education
   NOREM JK, 1993, J PERS SOC PSYCHOL, V65, P822, DOI 10.1037/0022-3514.65.4.822
   NOREM JK, 1986, COGNITIVE THER RES, V10, P347, DOI 10.1007/BF01173471
   NOREM JK, 1986, J PERS SOC PSYCHOL, V51, P1208, DOI 10.1037/0022-3514.51.6.1208
   Norem JK, 1990, COMPETENCE CONSIDERE
   Pajares F, 1996, MEAS EVAL COUNS DEV, V29, P35
   PYSZCZYNSKI T, 1982, J RES PERS, V16, P386, DOI 10.1016/0092-6566(82)90034-4
   QIN ZN, 1995, REV EDUC RES, V65, P129, DOI 10.2307/1170710
   RHODEWALT F, 1991, J PERS SOC PSYCHOL, V61, P122, DOI 10.1037/0022-3514.61.1.122
   RHODEWALT F, 1984, BASIC APPL SOC PSYCH, V5, P197, DOI 10.1207/s15324834basp0503_3
   RHODEWALT F, 1990, SELFHANDICAPPING PAR
   Riggs J., 1992, ACHIEVEMENT MOTIVATI
   Rosenberg M., 2015, Society and the Adolescent Self-image, DOI [DOI 10.1515/9781400876136, 10.1515/9781400876136]
   Rowe KJ, 1995, AUST J EDUC, V39, P217, DOI 10.1177/000494419503900302
   SCHEIER MF, 1985, J APPL SOC PSYCHOL, V15, P687, DOI 10.1111/j.1559-1816.1985.tb02268.x
   SCHEIER MF, 1994, J PERS SOC PSYCHOL, V67, P1063, DOI 10.1037/0022-3514.67.6.1063
   SHERMAN SJ, 1981, J EXP SOC PSYCHOL, V17, P142, DOI 10.1016/0022-1031(81)90011-1
   SHOWERS C, 1992, J PERS SOC PSYCHOL, V63, P474, DOI 10.1037/0022-3514.63.3.474
   SHOWERS C, 1990, COGNITIVE THER RES, V14, P385, DOI 10.1007/BF01172934
   SKAALVIK EM, 1995, AM EDUC RES J, V32, P161, DOI 10.2307/1163217
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   STRUBE MJ, 1986, BASIC APPL SOC PSYCH, V7, P211, DOI 10.1207/s15324834basp0703_4
   THOMPSON T, 1994, EDUC REV, V46, P259, DOI 10.1080/0013191940460304
   TICE DM, 1990, J PERS, V58, P443, DOI 10.1111/j.1467-6494.1990.tb00237.x
   Urdan T, 1998, AM EDUC RES J, V35, P101, DOI 10.3102/00028312035001101
   Urdan TC, 1997, ADV MOTIV A, V10, P99
   West S. G., 1995, Structural equation modeling: Concepts, issues, and applications, P56, DOI DOI 10.1037/0008-400X.26.2.210
NR 90
TC 105
Z9 131
U1 4
U2 35
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
EI 1090-2384
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD JAN
PY 2003
VL 28
IS 1
BP 1
EP 36
AR PII S0361-476X(02)00008-5
DI 10.1016/S0361-476X(02)00008-5
PG 36
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 643NV
UT WOS:000180868100001
DA 2024-07-19
ER

PT J
AU March, RE
   Horner, RH
AF March, RE
   Horner, RH
TI Feasibility and contributions of functional behavioral assessment in
   schools
SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
LA English
DT Article
ID DISRUPTIVE BEHAVIOR; INTERVENTION; STUDENTS; SUPPORT
AB Two types of analysis were used to examine the feasibility and utility of functional behavioral assessment (FBA) in a general education middle school. The authors used a descriptive analysis to assess whether a group-based behavior-support program was differentially effective based on the perceived consequences maintaining student problem behavior. Twenty-four middle school students were monitored over an academic year as they received a traditional check-in, check-out (progress report) intervention. At the end of the school year, an FBA interview was completed to assess the perceived function of each student's problem behavior. Although the absence of experimental controls precluded making any inferences, the results were consistent with the hypothesis that behavioral function was associated with student improvement under the program. These results led to a second analysis using a multiple-baseline-across-students design to determine if there was a functional relationship between function-based behavior support and (a) decreases in problem behavior and (b) increases in academic engagement FBAs were used to develop and implement behavior support plans for three students who were not improving under the group-based intervention. The results supported the presence of functional relationships. Implications for the professional role of school psychologists and other behavior specialists, the value of FBA in schools, and the need for future research are discussed.
C1 Univ Oregon, Eugene, OR 97403 USA.
C3 University of Oregon
RP Univ Oregon, 1235, Eugene, OR 97403 USA.
EM rob.march@nyu.edu
CR Bijou S., 1961, Child development, V1
   BIJOU SW, 1968, J APPL BEHAV ANAL, V1, P175, DOI 10.1901/jaba.1968.1-175
   BROUSSARD CD, 1995, SCHOOL PSYCHOL QUART, V10, P151, DOI 10.1037/h0088301
   Carr E., 1999, POSITIVE BEHAV SUPPO
   Carr EG, 2002, J POSIT BEHAV INTERV, V4, P4, DOI 10.1177/109830070200400102
   Chandler LK, 1999, EXCEPT CHILDREN, V66, P101, DOI 10.1177/001440299906600107
   CHILDS KE, 1994, J APPL BEHAV ANAL, V27, P7, DOI 10.1901/jaba.1994.27-7
   Crone D.A., 1999, EXCEPTIONALITY, V8, P161
   CRONE DA, 2001, USING FUNCTIONAL BEH
   Didden R, 1997, AM J MENT RETARD, V101, P387
   DUNLAP G, 1991, J APPL BEHAV ANAL, V24, P387, DOI 10.1901/jaba.1991.24-387
   Ellingson S.A., 2000, Journal of Positive Behavior Interventions, V2, P85, DOI DOI 10.1177/109830070000200202
   Ervin RA, 1998, J APPL BEHAV ANAL, V31, P65, DOI 10.1901/jaba.1998.31-65
   Gable RA, 1996, BEHAV DISORDERS, V22, P36
   Gable RA, 1999, BEHAV DISORDERS, V24, P246
   Gresham F.M., 1999, Special education in transition, P39
   Gresham FM, 1999, BEHAV DISORDERS, V24, P180
   Horner R.H., 2000, FOCUS AUTISM DEV DIS, V15, P97, DOI DOI 10.1177/108835760001500205
   Horner R.H., 1999, INSTRUCTION STUDENTS, V5th, P207
   Horner RH, 1997, J SPEC EDUC, V31, P84, DOI 10.1177/002246699703100108
   *INT BAS APPL RES, 1994, J APPL BEHAV ANAL SP, V27
   Kern L., 1995, DIAGNOSTIQUE, V19, P29, DOI [10.1177/073724779401900203, DOI 10.1177/073724779401900203]
   Koegel L.K., 1996, POSITIVE BEHAV SUPPO
   LEWISPALMER T, 1998, UNPUB INCLUDING HIGH
   March R.E., 2000, Functional assessment checklist for teachers and staff (FACTS)
   Marquis JG, 2000, LEA SPEC EDUC DISAB, P137
   Nelson JR, 1999, BEHAV DISORDERS, V24, P169
   NIPPE G, 1998, UNPUB STUDENT GUIDED
   NORTHUP J, 1994, J APPL BEHAV ANAL, V27, P33, DOI 10.1901/jaba.1994.27-33
   O'Neill R.E., 1997, Functional assessment and program development for problem behavior: A practical handbook
   REED JC, 1997, ADV LEUK LYMPH, V7, P1
   Repp A.C., 1999, Functional analysis of problem behavior: From effective assessment to effective support
   Sugai G., 2000, Journal of Positive Behavior Interventions, V2, P131, DOI [DOI 10.1177/109830070000200302, https://doi.org/10.1177/109830070000200302]
   Sugai G., 2000, Exceptionality, V8, P149, DOI DOI 10.1207/S15327035EX0803_2
   SUGI G, 1999, BEHAV DISORDERS, V24, P223
   TAYLORGREENE S, 1997, HIGH 5 PROGRAM POSIT
   Todd A., 1999, J POSIT BEHAV INTERV, V1, P66
   Umbreit J, 1995, BEHAV DISORDERS, V20, P267
   Walker H.M., 2001, MAKING SCH SAFER VIO
   WECHSLER D, 1991, WECHSLER INTELLGENCE
   Wickstrom KF, 1998, SCHOOL PSYCHOL QUART, V13, P141, DOI 10.1037/h0088978
   Wilcox B.L., 1999, Exceptionality, V8, P173
   Yell ML, 1997, FOCUS EXCEPT CHILD, V30, P1
NR 43
TC 111
Z9 206
U1 0
U2 6
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1063-4266
EI 1538-4799
J9 J EMOT BEHAV DISORD
JI J. Emot. Behav. Disord.
PD FAL
PY 2002
VL 10
IS 3
BP 158
EP 170
DI 10.1177/10634266020100030401
PG 13
WC Education, Special; Psychology, Educational; Psychology,
   Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 587HA
UT WOS:000177633400004
DA 2024-07-19
ER

PT J
AU Singh, K
   Granville, M
   Dika, S
AF Singh, K
   Granville, M
   Dika, S
TI Mathematics and science achievement: Effects of motivation, interest,
   and academic engagement
SO JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE mathematics and science achievement, motivation; interest; academic
   engagement effects; National Education Longitudinal Study (1988)
ID STRUCTURAL MODEL; SCHOOL; PERFORMANCE; MATH; EXPERIENCE; ANXIETY
AB The purpose of the present study was to examine the effects of 3 school-related constructs-motivation, attitude, and academic engagement-on 8th-grade students' achievement in mathematics and science. Although cognitive abilities of the students and their home backgrounds are important predictors of achievement, in recent years affective variables have emerged as salient factors affecting success and persistence in mathematics and science subject areas. The authors used the nationally representative sample of 8th graders drawn from the National Education Longitudinal Study 1988. They used structural equation models to estimate and test the hypothesized relationships of 2 motivation factors, I attitude factor, and 1 academic engagement factor, on achievement in mathematics and science. Results supported the positive effects of the 2 motivation factors, attitude and academic time on mathematics and science achievement. The strongest effects were those of academic time spent on homework.
C1 Virginia Polytech Inst & State Univ, Blacksburg, VA 24061 USA.
C3 Virginia Polytechnic Institute & State University
RP Singh, K (corresponding author), Virginia Tech, 315 E Eggleston Hall, Blacksburg, VA 24060 USA.
CR Banks C., 1978, REV EDUC RES, V28, P381, DOI DOI 10.3102/00346543048003381
   de Charms R., 1984, RES MOTIVATION ED, V1, P275
   DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
   ECCLES JS, 1986, SIGNS, V11, P367, DOI 10.1086/494229
   FORTIER MS, 1995, CONTEMP EDUC PSYCHOL, V20, P257, DOI 10.1006/ceps.1995.1017
   Fraser B., 1987, International Journal of Educational Research, V11, P73
   Gamoran A., 1991, Journal of Research on Adolescence, V1, P277
   Good T.L., 1983, EDUC PSYCHOL-US, V18, P127, DOI [10.1080/00461528309529270, DOI 10.1080/00461528309529270]
   GOOD TL, 1978, ELEM SCHOOL J, V78, P192, DOI 10.1086/461101
   GROLNICK WS, 1991, J EDUC PSYCHOL, V83, P508, DOI 10.1037/0022-0663.83.4.508
   HACKETT G, 1989, J RES MATH EDUC, V20, P261, DOI 10.2307/749515
   HELMKE A, 1989, INTERNATIONAL PERSPECTIVES ON ACHIEVEMENT AND TASK MOTIVATION, P225
   HEMBREE R, 1990, J RES MATH EDUC, V21, P33, DOI 10.2307/749455
   HIDI S, 1990, REV EDUC RES, V60, P549, DOI 10.2307/1170506
   Joreskog K.G., 1993, LISREL 8 STRUCTURAL
   KLOOSTERMAN P, 1988, J EDUC PSYCHOL, V80, P345, DOI 10.1037/0022-0663.80.3.345
   NEWMANN FM, 1992, STUDENT ENGAGEMENT A
   PETERSON PL, 1985, AM EDUC RES J, V22, P309, DOI 10.3102/00028312022003309
   PINTRICH PR, 1990, J EDUC PSYCHOL, V82, P33, DOI 10.1037/0022-0663.82.1.33
   REYNOLDS AJ, 1991, J EDUC PSYCHOL, V83, P97, DOI 10.1037/0022-0663.83.1.97
   REYNOLDS AJ, 1992, J EDUC PSYCHOL, V84, P371, DOI 10.1037/0022-0663.84.3.371
   REYNOLDS AJ, 1991, ADOLESCENCE, V26, P132
   Ryan R. M., 1985, RES MOTIVATION ED, V2, P13
   SCHIEFELE U, 1995, J RES MATH EDUC, V26, P163, DOI 10.2307/749208
   SCHIEFELE U, 1991, EDUC PSYCHOL, V26, P299
   Schiefele U., 1992, The role of interest in learning and development, P183, DOI [10.4324/9781315807430, DOI 10.1002/TEA.3660250602]
   SKAALVIK EM, 1995, AM EDUC RES J, V32, P161, DOI 10.2307/1163217
   SKAALVIK EM, 1994, BRIT J EDUC PSYCHOL, V64, P133, DOI 10.1111/j.2044-8279.1994.tb01090.x
   THORNDIKECHRIST T, 1991, UNPUB ATTITUDES MATH
   TOBIAS S, 1980, HARVARD EDUC REV, V50, P63, DOI 10.17763/haer.50.1.xw483257j6035084
   Walberg H.J., 1981, PSYCHOL ED, P81
   WONG MMH, 1991, J PERS, V59, P539, DOI 10.1111/j.1467-6494.1991.tb00259.x
NR 32
TC 405
Z9 673
U1 9
U2 170
PU HELDREF PUBLICATIONS
PI WASHINGTON
PA 1319 EIGHTEENTH ST NW, WASHINGTON, DC 20036-1802 USA
SN 0022-0671
J9 J EDUC RES
JI J. Educ. Res.
PD JUL-AUG
PY 2002
VL 95
IS 6
BP 323
EP 332
DI 10.1080/00220670209596607
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 592CA
UT WOS:000177918100001
DA 2024-07-19
ER

PT J
AU Tucker, CM
   Zayco, RA
   Herman, KC
   Reinke, WM
   Trujillo, M
   Carraway, K
   Wallack, C
   Ivery, PD
AF Tucker, CM
   Zayco, RA
   Herman, KC
   Reinke, WM
   Trujillo, M
   Carraway, K
   Wallack, C
   Ivery, PD
TI Teacher and child variables as predictors of academic engagement among
   low-income African American children
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
ID STUDENT ENGAGEMENT; SCHOOL; ACHIEVEMENT; ADOLESCENTS; CLASSROOM;
   BEHAVIOR; SUPPORT
AB A causal model for understanding the complex interplay between student-reported teacher behaviors, student self-systems, and student engagement was tested. One hundred seventeen African American students in grades 1 through 12 completed a comprehensive questionnaire regarding teacher context, self, and engagement variables. A series of hierarchical regression analyses were conducted to test the hypothesized mediation models and to construct a path model. Most hypotheses were supported. Student self-system variables (perceived competency and autonomy) mediated relations between teacher context (structure and autonomy support), and engagement. Contrary to predictions, however, teacher involvement exerted a strong and direct effect on student engagement even when controlling for grade level and self-system variables. Given existing research showing that African American students are at risk for low teacher involvement and that engagement is critical for academic success, research and intervention strategies are urgently needed to promote teacher involvement with these students. (C) 2002 Wiley Periodicals, Inc.
C1 Univ Florida, Gainesville, FL 32611 USA.
   Reed Coll, Portland, OR 97202 USA.
   Univ Oregon, Eugene, OR 97403 USA.
C3 State University System of Florida; University of Florida; Reed College
   - Oregon; University of Oregon
RP Tucker, CM (corresponding author), Univ Florida, POB 112250, Gainesville, FL 32611 USA.
RI Reinke, Wendy/J-2353-2015
OI Reinke, Wendy/0000-0001-7235-624X
CR BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173, DOI 10.1037/0022-3514.51.6.1173
   Bergin D.A., 1992, The Urban Review, V24, P203, DOI DOI 10.1007/BF01108493
   BROPHY J, 1986, AM PSYCHOL, V41, P1069, DOI 10.1037/0003-066X.41.10.1069
   Connell J., 1991, SELF TRANSITION INFA, P61
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   CONNELL JP, 1995, J ADOLESCENT RES, V10, P41, DOI 10.1177/0743554895101004
   EAVES RC, 1975, J ABNORM PSYCHOL, V46, P23
   FINN JD, 1993, J NEGRO EDUC, V62, P249, DOI 10.2307/2295464
   GARIBALDI AM, 1992, J NEGRO EDUC, V61, P4, DOI 10.2307/2295624
   Guerra N.G., 1997, HDB ANTISOCIAL BEHAV, P375
   Herman K., 2000, J RES DEV EDUC, V33, P129
   *IRRE, 1998, ROCH ASS PACK SCH ST
   *IRRE, 1995, ROCH ASS PACK SCH
   Keller J.M., 1983, Instructional-design theories and models: An overview of their current status, P383
   Klem L., 1995, READING UNDERSTANDIN
   Ryan R. M., 1985, INTRINSIC MOTIVATION
   Sanders MG, 1998, URBAN EDUC, V33, P385, DOI 10.1177/0042085998033003005
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   Tucker C.M., 1999, AFRICAN AM CHILDREN
   WENTZEL KR, 1994, J EDUC PSYCHOL, V86, P173, DOI 10.1037/0022-0663.86.2.173
NR 21
TC 99
Z9 190
U1 0
U2 21
PU JOHN WILEY & SONS INC
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN, NJ 07030 USA
SN 0033-3085
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD JUL
PY 2002
VL 39
IS 4
BP 477
EP 488
DI 10.1002/pits.10038
PG 12
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 563ZH
UT WOS:000176287800010
DA 2024-07-19
ER

PT J
AU Aronson, J
   Fried, CB
   Good, C
AF Aronson, J
   Fried, CB
   Good, C
TI Reducing the effects of stereotype threat on African American college
   students by shaping theories of intelligence
SO JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY
LA English
DT Article
ID ACHIEVEMENT; CONCEPTIONS; MOTIVATION; PREJUDICE; MEDIA
AB African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. Awareness of these stereotypes can psychologically threaten African Americans, a phenomenon known as "stereotype threat" (Steele & Aronson, 1995), which can in turn provoke responses that impair both academic performance and psychological engagement with academics. An experiment was performed to test a method of helping students resist these responses to stereotype threat, Specifically, students in the experimental condition of the experiment were encouraged to see intelligence-the object of the stereotype-as a malleable rather than fixed capacity. This mind-set was predicted to make students' performances less vulnerable to stereotype threat and help them maintain their psychological engagement with academics, both of which could help boost their college grades. Results were consistent with predictions. The African American students (and, to some degree, the White students) encouraged to view intelligence as malleable reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than their counterparts in two control groups. (C) 2001 Elsevier Science (USA).
C1 NYU, Dept Appl Psychol, New York, NY 10003 USA.
   Winona State Univ, Winona, MN 55987 USA.
   Univ Texas, Austin, TX 78712 USA.
C3 New York University; Minnesota State Colleges & Universities; Winona
   State University; University of Texas System; University of Texas Austin
RP NYU, Dept Appl Psychol, New York, NY 10003 USA.
EM joshua.aronson@nyu.edu
OI Good, Catherine/0009-0007-3384-273X
CR Aronson E., 1997, JIGSAW CLASSROOM, V2nd
   ARONSON J, IN PRESS IMPROVING E
   Aronson J., 1999, J EXP SOC PSYCHOL, V35, P11
   ARONSON J, 2000, UNPUB DEV MEASUREMEN
   ARONSON J, 1997, UNPUB ETHNIC DIFFERE
   Aronson J., 1995, J PERS SOC PSYCHOL, V58, P1062
   Aronson J., 1998, Stigma: The target's perspective
   ARONSON J, 1997, UNPUB EFFECTS CONCEP
   ARONSON J, 1999, UNPUB EFFECTS CONCEI
   Bigler R.S., 1999, SEXISM STEREOTYPES M
   Blascovich J, 2001, PSYCHOL SCI, V12, P225, DOI 10.1111/1467-9280.00340
   Boykin A.W., 1986, SCH ACHIEVEMENT MINO
   CACIOPPO JT, 1979, J PERS SOC PSYCHOL, V37, P97, DOI 10.1037/0022-3514.37.1.97
   COOK TD, 1972, J PERS, V40, P50, DOI 10.1111/j.1467-6494.1972.tb00648.x
   COSE E, 1999, NEWSWEEK        0607
   DEVINE PG, 1989, J PERS SOC PSYCHOL, V56, P5, DOI 10.1037/0022-3514.56.1.5
   Dweck C.S., 1999, SELF THEORIES
   DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
   DWECK CS, 1986, AM PSYCHOL, V41, P1040, DOI 10.1037/0003-066X.41.10.1040
   ECCLES JS, 1995, PERS SOC PSYCHOL B, V21, P215, DOI 10.1177/0146167295213003
   Fazio R.H., 1986, J PERS SOC PSYCHOL, V51, P504
   Fazio RussellH., 1995, ATTITUDE STRENGTH
   Feagin J.R., 1994, LIVING RACISM BLACK
   FRIED CB, 1995, PERS SOC PSYCHOL B, V21, P925, DOI 10.1177/0146167295219007
   FULLILOVE RE, 1990, J NEGRO EDUC, V59, P463, DOI 10.2307/2295577
   Gardner H., 1983, Frames of mind
   GARIBALDI AM, 1991, ED AFRICAN AM
   Goleman D, 2020, Emotional intelligence: Why it can matter more than IQ
   GOOD C, 2000, UNPUB STEREOTYPE THR
   Gould Stephen Jay, 1981, The Mismeasure of Man
   Harter S., 1990, CHILDHOOD ADOLESCENC, P205
   Herrnstein R. J., 1994, The Bell Curve. Intelligence and class structure in american life
   Hershberg T., 1998, ED WEEK, V17, P1
   Hewstone M., 1996, Stereotypes and stereotyping
   HIGGINS ET, 1978, J EXP SOC PSYCHOL, V14, P363, DOI 10.1016/0022-1031(78)90032-X
   Hong Y., 1995, EFFICACY AGENCY SELF, P197, DOI DOI 10.1007/978-1-4899-1280-0_10
   HUESMANN LR, 1983, J PERS SOC PSYCHOL, V44, P899, DOI 10.1037/0022-3514.44.5.899
   Jacoby Russell., 1995, BELL CURVE DEBATE
   Jencks C., 1998, The Black-White test score gap
   KINDER DR, 1986, J SOC ISSUES, V42, P151, DOI 10.1111/j.1540-4560.1986.tb00230.x
   LEWONTIN RC, 1984, NOT OUR GENES
   Major B, 1998, PERS SOC PSYCHOL B, V24, P34, DOI 10.1177/0146167298241003
   Major B., 1998, STIGMA TARGETS PERSP
   Murnane R., 1997, Teaching the new basic skills
   Neisser U, 1996, AM PSYCHOL, V51, P77, DOI 10.1037/0003-066X.51.2.77
   NICHOLLS JG, 1984, PSYCHOL REV, V91, P328, DOI 10.1037/0033-295X.91.3.328
   NOLENHOEKSEMA S, 1987, J PERS SOC PSYCHOL, V51, P435
   OSBORNE JW, 1995, PERS SOC PSYCHOL B, V21, P449, DOI 10.1177/0146167295215003
   PALLAK, 1981, APPL SOCIAL PSYCHOL, V1, P15
   PELHAM BW, 1989, J PERS SOC PSYCHOL, V57, P672, DOI 10.1037/0022-3514.57.4.672
   PETTIGREW TF, 1995, EUR J SOC PSYCHOL, V25, P57, DOI 10.1002/ejsp.2420250106
   PETTIGREW TF, 1981, COGNITIVE PROCESSES
   Petty R.E., 1998, The handbook of social psychology, V4th, P323
   ROSS L, 1975, J PERS SOC PSYCHOL, V32, P880, DOI 10.1037/0022-3514.32.5.880
   Schwartz B, 1997, PSYCHOL SCI, V8, P21, DOI 10.1111/j.1467-9280.1997.tb00539.x
   SMITH TW, 1990, 19 GSS
   Steele CM, 1997, AM PSYCHOL, V52, P613, DOI 10.1037/0003-066X.52.6.613
   STEELE CM, 1995, J PERS SOC PSYCHOL, V69, P797, DOI 10.1037/0022-3514.69.5.797
   STEELE CM, IN PRESS HARVARD ED
   STEELE CM, 1992, ATLANTIC MONTHLY APR
   Sternberg R.J., 1998, Educational Researcher, V27, P11, DOI [DOI 10.3102/0013189X027003011, 10.3102/0013189X027003011]
   Sternberg R.J., 1996, EDUC RESEARCHER, V25, P11, DOI DOI 10.3102/0013189X025002011
   Sternberg R.J., 1996, SUCCESSFUL INTELLIGE
   Thompson RA, 2001, AM PSYCHOL, V56, P5, DOI 10.1037//0003-066X.56.1.5
   Utman C H, 1997, Pers Soc Psychol Rev, V1, P170, DOI 10.1207/s15327957pspr0102_4
NR 65
TC 939
Z9 1662
U1 8
U2 202
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0022-1031
EI 1096-0465
J9 J EXP SOC PSYCHOL
JI J. Exp. Soc. Psychol.
PD MAR
PY 2002
VL 38
IS 2
BP 113
EP 125
DI 10.1006/jesp.2001.1491
PG 13
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 524AM
UT WOS:000173989800002
DA 2024-07-19
ER

PT J
AU Greenwood, CR
   Horton, BT
   Utley, CA
AF Greenwood, CR
   Horton, BT
   Utley, CA
TI Academic engagement: Current perspectives on research and practice
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
ID STUDENTS; DISABILITIES; ACHIEVEMENT; BEHAVIOR
AB Classroom behaviors that enable academic learning are the focus of this article. A brief perspective is offered on the development and validation of one enabler-engagement in academic responding-and recent findings are provided of an effort to bridge the gap between research and practice by employing this knowledge in Tide 1 elementary schools to improve instruction. In prior research, the authors identified a class of "academic responses" (e.g., reading aloud), positively correlated to student achievement as measured by standardized tests, that were differentially accelerated by instructional situations and interventions, and mediated the relationship between instruction and achievement. Translating these findings to practice within three magnet schools, teachers were provided engagement information on individual students in their classrooms as well as (a) school-wide engagement and classroom behavior norms, including trends over grade levels and type of learner, and (b) instructional situations that accelerated versus decelerated engagement for use in the instructional decision making of teachers. Implications for practice and future research are discussed.
C1 Univ Kansas, Schiefelbusch Inst Life Span Studies, Lawrence, KS 66045 USA.
C3 University of Kansas
RP Greenwood, CR (corresponding author), Juniper Gardens Childrens Project, 650 Minnesota Ave,2nd Floor, Kansas City, KS 66101 USA.
OI Greenwood, Charles/0000-0002-6274-3075
CR AGER CL, 1995, TOP EARLY CHILD SPEC, V15, P187
   Brophy J., 1986, HDB RES TEACHING, V3rd
   COBB JA, 1972, J EDUC PSYCHOL, V63, P74, DOI 10.1037/h0032247
   COMER JP, 1996, COMER PROCESS
   DiPerna J.C., 2000, The Academic Competence Evaluation Scales
   DiPerna JC, 2002, SCHOOL PSYCHOL REV, V31, P298
   DiPerna JC, 2002, SCHOOL PSYCHOL REV, V31, P293
   DiPerna JC, 1999, J PSYCHOEDUC ASSESS, V17, P207, DOI 10.1177/073428299901700302
   DORSEY D, 1997, ACTIVE ACAD RESPONDI
   Feil EG, 2000, BEHAV DISORDERS, V26, P13
   Gettinger M, 2002, SCHOOL PSYCHOL REV, V31, P350
   GOOD RH, 2000, DYNAMICS INDICATORS
   Greenwood C., 2002, Interventions for academic and behavior problems II: Preventive and remedial approaches, P611
   Greenwood C.R., 1991, J BEHAV EDUC, V1, P165, DOI DOI 10.1007/BF00957003
   Greenwood C.R., 1988, Dictionary of behavioural assessment, P120
   Greenwood C.R., 1995, Diagnostique, V20, P73
   Greenwood C.R., 1993, Ecobehavioral assessment systems software (EBASS): Practitioner's manual
   Greenwood C.R., 1984, Behavioral analysis in education, P58
   GREENWOOD CR, 1989, J EDUC PSYCHOL, V81, P371, DOI 10.1037/0022-0663.81.3.371
   GREENWOOD CR, 1985, BEHAV ASSESS, V7, P331
   Greenwood CR, 2000, BEHAVIORAL OBSERVATION, P229
   Greenwood CR, 1996, SCHOOL PSYCHOL QUART, V11, P283, DOI 10.1037/h0088935
   GREENWOOD CR, 1994, BEHAVIOR ANALYSIS IN EDUCATION, P213
   GREENWOOD CR, 1991, EXCEPT CHILDREN, V57, P521, DOI 10.1177/001440299105700606
   GREENWOOD CR, 1996, ACAD RESPONDING NEWS
   GREENWOOD CR, 1994, SCH PSYCHOL REV, V23, P625
   GREENWOOD CR, 1994, INTEGRATED COMPUTERI
   GREENWOOD CR, 1979, J APPL BEHAV ANAL, V12, P255
   HEWARD WL, 1994, BEHAVIOR ANALYSIS IN EDUCATION, P283
   HOGE RD, 1985, REV EDUC RES, V55, P469, DOI 10.2307/1170244
   Hops H., 1973, Behavior change, P193
   KAMPS D, 1991, ADV BEHAV ASSESSMENT, P203
   LAHADERNE HM, 1968, J EDUC PSYCHOL, V59, P320, DOI 10.1037/h0026223
   Linnenbrink EA, 2002, SCHOOL PSYCHOL REV, V31, P313
   Logan KR, 1997, EXCEPT CHILDREN, V63, P481, DOI 10.1177/001440299706300404
   MARSTON D, 1995, EXCEPT CHILDREN, V62, P20, DOI 10.1177/001440299506200103
   Mathes P. G., 1994, LEARNING DISABILITIE, V8, P233
   SACCA KC, 1997, ANN CONV COUNC EXC C
   Stanley S.O., 1981, CODE INSTRUCTIONAL S
   Sugai G., 1998, Preventing School Failure, V43, P6
   Wallace T, 2002, EXCEPT CHILDREN, V68, P345, DOI 10.1177/001440290206800304
   Wentzel KK, 2002, SCHOOL PSYCHOL REV, V31, P366
NR 42
TC 187
Z9 365
U1 0
U2 13
PU NATL ASSN SCHOOL PSYCHOLOGISTS
PI BETHESDA
PA 4340 EAST WEST HWY, STE 402, BETHESDA, MD 20814 USA
SN 0279-6015
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PY 2002
VL 31
IS 3
BP 328
EP 349
PG 22
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 601LX
UT WOS:000178448600004
DA 2024-07-19
ER

PT J
AU Wentzel, KK
   Watkins, DE
AF Wentzel, KK
   Watkins, DE
TI Peer relationships and collaborative learning as contexts for academic
   enablers
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
ID INTERPERSONAL RELATIONSHIPS; STUDENT ABILITY; SOCIAL SUPPORT;
   MOTIVATION; CLASSROOM; ACHIEVEMENT; ACCEPTANCE; ADJUSTMENT; CHILDREN;
   BEHAVIOR
AB In this article it is argued that peers have the potential to provide contexts for learning that can have a profound impact on the development of students' academic enablers. Based on work on social support and belongingness, ways in which being accepted by peers can motivate students to engage in learning activities and to display socially appropriate forms of behavior are discussed. Using a Vygotskian perspective, ways are described in which peer collaborative contexts can promote academic engagement as well as provide a supportive structure for the development of specific problem-solving skills. The implications for teachers and practitioners of facilitating positive peer relationships and of using social skills training programs for developing academic enablers are discussed.
C1 Univ Maryland, College Pk, MD 20742 USA.
   York Coll Penn, York, PA USA.
C3 University System of Maryland; University of Maryland College Park; York
   College Pennsylvania
RP Univ Maryland, 3304 Benjamin Bldg, College Pk, MD 20742 USA.
EM wentzel@wam.umd.edu
CR Allen VernonL., 1976, Children as Teachers: Theory and Research on Tutoring
   AMES C, 1984, J EDUC PSYCHOL, V76, P535, DOI 10.1037/0022-0663.76.4.535
   AUSTIN AMB, 1984, AM EDUC RES J, V21, P597, DOI 10.2307/1162918
   AZMITIA M, 1988, CHILD DEV, V59, P87, DOI 10.2307/1130391
   Bandura A., 1986, Social foundations of thought and action: A social cognitive theory, V1986, P23
   Bronfenbrenner U., 2000, ANN CHILD DEV, V3, P129, DOI DOI 10.1037/10518-046
   Brown B.B., 1989, Peer relationships in child development, P188
   CLARK ML, 1988, J ABNORM CHILD PSYCH, V16, P1, DOI 10.1007/BF00910496
   Connell J. P., 1991, MINN SYM CHILD PSYCH, V23, P43
   COSDEN M, 1985, EXCEPT CHILDREN, V52, P103, DOI 10.1177/001440298505200202
   CUNNINGHAM CE, 1987, J ABNORM CHILD PSYCH, V15, P247, DOI 10.1007/BF00916353
   CUNNINGHAM CE, 1985, J CHILD PSYCHOL PSYC, V26, P955, DOI 10.1111/j.1469-7610.1985.tb00609.x
   Damon W., 1984, J APPL DEV PSYCHOL, V5, P331, DOI 10.1016/0193-3973(84)90006-6
   DEROSIER ME, 1994, CHILD DEV, V65, P1799, DOI 10.1111/j.1467-8624.1994.tb00850.x
   Dodge K.A., 1990, PEER REJECTION CHILD, P119
   DUBOW EF, 1989, CHILD DEV, V60, P1412, DOI 10.2307/1130931
   Eccles J.S., 1989, Research on motivation in education, V3, P139
   Eder D., 1984, The social context of instruction, P189
   Feldman S.S., 1988, J EARLY ADOLESCENCE, V8, P279, DOI DOI 10.1177/0272431688083005
   Ford M. E., 1992, Motivating humans: goals, emotions, and personal agency beliefs
   FUCHS LS, 1994, AM EDUC RES J, V31, P75, DOI 10.3102/00028312031001075
   Fuchs LS, 1997, ELEM SCHOOL J, V97, P223, DOI 10.1086/461863
   Fuchs LS, 1996, AM EDUC RES J, V33, P631, DOI 10.2307/1163279
   GAUVAIN M, 1989, DEV PSYCHOL, V25, P139, DOI 10.1037/0012-1649.25.1.139
   Goodenow C., 1993, The Journal of Early Adolescence, V13, P21, DOI [DOI 10.1177/0272431693013001002, 10.1177/0272431693013001002, https://doi.org/10.1177/0272431693013001002]
   GRUSEC JE, 1994, DEV PSYCHOL, V30, P4, DOI 10.1037/0012-1649.30.1.4
   Harter S., 1990, THRESHOLD, P352
   Hatzichristou C, 1996, CHILD DEV, V67, P1085, DOI 10.1111/j.1467-8624.1996.tb01784.x
   HYMEL S, 1993, CHILD DEV, V64, P879, DOI 10.1111/j.1467-8624.1993.tb02949.x
   JACOBSEN T, 1994, DEV PSYCHOL, V30, P112, DOI 10.1037/0012-1649.30.1.112
   KING A, 1990, AM EDUC RES J, V27, P664, DOI 10.2307/1163105
   LADD GW, 1990, CHILD DEV, V61, P1081, DOI 10.1111/j.1467-8624.1990.tb02843.x
   LANDAU S, 1988, J ABNORM CHILD PSYCH, V16, P69, DOI 10.1007/BF00910501
   MAEHR ML, 1991, EDUC PSYCHOL, V26, P399
   Malecki CK, 1999, PSYCHOL SCHOOLS, V36, P473
   MIDGLEY C, 1989, CHILD DEV, V60, P981, DOI 10.2307/1131038
   PARKER JG, 1987, PSYCHOL BULL, V102, P357, DOI 10.1037/0033-2909.102.3.357
   PHELPS E, 1989, J EDUC PSYCHOL, V81, P639, DOI 10.1037/0022-0663.81.4.639
   Pianta R.C., 1992, Beyond the parent: The role of other adults in children's lives, V57
   RADZISZEWSKA B, 1991, DEV PSYCHOL, V27, P381, DOI 10.1037/0012-1649.27.3.381
   SCHUNK DH, 1987, REV EDUC RES, V57, P149, DOI 10.3102/00346543057002149
   Siegel B., 1996, The world of autistic children: Understanding and treating autistic spectrum disorders
   SWING SR, 1982, AM EDUC RES J, V19, P259, DOI 10.3102/00028312019002259
   Tudge J., 1989, INTERACTION HUMAN DE, P17
   Tudge J.R.H., 1993, Social Development, V2, P242, DOI DOI 10.1111/J.1467-9507.1993.TB00016.X
   TUDGE JRH, 1992, CHILD DEV, V63, P1364, DOI 10.2307/1131562
   Tudge JRH, 1996, CHILD DEV, V67, P2892
   Vygotsky L. S., 1978, Readings on the development of children, V34, P34
   WATKINS DL, 2000, THESIS U MARYLAND CO
   WENTZEL K, 2001, ANN M AM ED RES ASS
   Wentzel K.R., 1990, J APPL DEV PSYCHOL, V11, P179, DOI DOI 10.1016/0193-3973(90)90004-4
   WENTZEL KR, 1994, J EDUC PSYCHOL, V86, P173, DOI 10.1037/0022-0663.86.2.173
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Wentzel KR, 1997, CHILD DEV, V68, P1198, DOI 10.2307/1132301
   Wentzel KR, 1999, J EARLY ADOLESCENCE, V19, P114, DOI 10.1177/0272431699019001006
   WENTZEL KR, 1995, CHILD DEV, V66, P754, DOI 10.2307/1131948
   Wentzel KR, 1999, J EDUC PSYCHOL, V91, P76, DOI 10.1037/0022-0663.91.1.76
   WENTZEL KR, 1991, CHILD DEV, V62, P1066, DOI 10.2307/1131152
   WHALEN CK, 1985, CLIN PSYCHOL REV, V5, P447, DOI 10.1016/0272-7358(85)90004-2
   Youniss J., 1989, PEER RELATIONSHIPS C, P300
   Zakriski AL, 1996, CHILD DEV, V67, P1048, DOI 10.2307/1131879
NR 61
TC 126
Z9 210
U1 0
U2 34
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
EI 2372-966X
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PY 2002
VL 31
IS 3
BP 366
EP 377
PG 12
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 601LX
UT WOS:000178448600006
DA 2024-07-19
ER

PT J
AU Johnson, MK
   Crosnoe, R
   Elder, GH
AF Johnson, MK
   Crosnoe, R
   Elder, GH
TI Students' attachment and academic engagement: The role of race and
   ethnicity
SO SOCIOLOGY OF EDUCATION
LA English
DT Article
ID HIGH-SCHOOL ACHIEVEMENT; MATHEMATICS ACHIEVEMENT; SOCIAL DISTRIBUTION;
   BLACK-ACHIEVEMENT; SECONDARY-SCHOOLS; MIDDLE SCHOOL; DESEGREGATION;
   ORGANIZATION; PERFORMANCE; BEHAVIOR
AB Students' attachment to school and their academic engagement are important, yet understudied, aspects of the educational experience. In their study, the authors examined whether students of different racial-ethnic groups vary in attachment and engagement and whether properties of schools (e.g., racial-ethnic composition) influence these outcomes over and above individual characteristics. Using multilevel models with a sample of youths from the National Longitudinal Study of Adolescent Health, they found important differences across racial-ethnic groups in both attachment and engagement. The racial-ethnic composition of schools is an important factor in students' attachment but not engagement. Moreover, the extent of racial and ethnic differences in both outcomes varies across high schools. These findings are discussed in terms of the challenges facing racially and ethnically diverse schools.
C1 Univ Texas, Dept Sociol, Austin, TX 78712 USA.
   Univ N Carolina, Dept Sociol, Chapel Hill, NC USA.
C3 University of Texas System; University of Texas Austin; University of
   North Carolina; University of North Carolina Chapel Hill
EM monica_johnson@unc.edu
RI Johnson, Monica Kirkpatrick/JVO-6522-2024
CR ABBOTT A, 1993, ANNU REV SOCIOL, V19, P187
   Ainsworth-Darnell JW, 1998, AM SOCIOL REV, V63, P536, DOI 10.2307/2657266
   [Anonymous], 1992, ATLANTIC
   [Anonymous], 1992, SIGNIFICANCE SOURCES
   [Anonymous], 1987, Public and Private Schools: The Impact of Communities
   Bankston C, 1996, SOC FORCES, V75, P535, DOI 10.1093/sf/75.2.535
   Bearman P.S., 1997, National Longitudinal Study of Adolescent Health: Research design
   Bennett K.P., 1990, WAY SCH WORK
   Bowen NK, 1999, J ADOLESCENT RES, V14, P319, DOI 10.1177/0743558499143003
   BRADDOCK JH, 1985, J SOC ISSUES, V41, P9, DOI 10.1111/j.1540-4560.1985.tb01126.x
   Bronfenbrenner U., 1998, The ecology of developmental processes, V5th, P993, DOI DOI 10.1002/9780470147658.CHPSY0114
   Bryk A. S., 1992, HIERARCHICAL LINEAR
   BRYK AS, 1989, AM EDUC RES J, V26, P353, DOI 10.2307/1162978
   Chantala K., 1999, STRATEGIES PERFORM D
   Coleman J.S., 1961, The adolescent society
   CONNELL JP, 1994, CHILD DEV, V65, P493, DOI 10.1111/j.1467-8624.1994.tb00765.x
   COOK TD, IN PRESS CHILD DEV
   CRAIN RL, 1978, LAW CONTEMP PROBL, V42, P17, DOI 10.2307/1191342
   CRAIN RL, 1983, AM J SOCIOL, V88, P839, DOI 10.1086/227761
   Crosnoe R, 2000, SOC PSYCHOL QUART, V63, P377, DOI 10.2307/2695847
   Crosnoe R, 2001, SOCIOL EDUC, V74, P210, DOI 10.2307/2673275
   CROSNOE R, IN PRESS J RES ADOLE
   CROSNOE R, IN PRESS YOUTH SOC
   Elder G.H., 1998, Handbook of child psychology: Vol. 1. Theoretical models of human development, V5th, P939
   Ellison CG, 1997, SOC FORCES, V76, P273, DOI 10.2307/2580326
   ELLISON CG, 1994, SOC SCI QUART, V75, P385
   ENTWISLE DR, 1992, AM SOCIOL REV, V57, P72, DOI 10.2307/2096145
   FARKAS G, 1990, AM SOCIOL REV, V55, P127, DOI 10.2307/2095708
   Finn JD, 1997, J APPL PSYCHOL, V82, P221, DOI 10.1037/0021-9010.82.2.221
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   FINN JD, 1993, J NEGRO EDUC, V62, P249, DOI 10.2307/2295464
   Fordham S., 1986, The Urban Review, V18, P176, DOI [https://doi.org/10.1007/BF01112192, DOI 10.1007/BF01112192]
   Fowler W.J., 1991, EDUC EVAL POLICY AN, V13, P189, DOI DOI 10.3102/01623737013002189
   GE XJ, 1995, DEV PSYCHOL, V31, P406, DOI 10.1037/0012-1649.31.3.406
   HALLINAN MT, 1985, SOC PSYCHOL QUART, V48, P3, DOI 10.2307/3033777
   HALLINAN MT, 1989, AM SOCIOL REV, V54, P67, DOI 10.2307/2095662
   HALLINAN MT, 1987, AM SOCIOL REV, V52, P653, DOI 10.2307/2095601
   HALLINAN MT, 1992, SOCIOL EDUC, V65, P114, DOI 10.2307/2112678
   Hirschi T., 2017, Causes of delinquency
   Hudley CA, 1997, MO S RES EDUC POL, V2, P113
   JENKINS PH, 1995, SOCIOL EDUC, V68, P221, DOI 10.2307/2112686
   JOHNSON MK, 2000, ANN M AM SOC ASS WAS
   Kozol Jonathan, 1991, SAVAGE INEQUALITIES
   Kreft I., 2004, INTRO MULTILEVEL MOD
   Lamborn S.D., 1992, STUDENT ENGAGEMENT A, P153
   LEE VE, 1995, SOCIOL EDUC, V68, P241, DOI 10.2307/2112741
   LEE VE, 1993, REV RES EDUC, V19, P171, DOI 10.3102/0091732X019001171
   LEE VE, 1988, SOCIOL EDUC, V61, P78, DOI 10.2307/2112266
   LEE VE, 1989, SOCIOL EDUC, V62, P172, DOI 10.2307/2112866
   MARINI MM, IN PRESS INTERRACIAL
   MICKELSON RA, 1990, SOCIOL EDUC, V63, P44, DOI 10.2307/2112896
   MOODY J, 1997, THESIS U N CAROLINA
   Newmann F.M., 1992, STUDENT ENGAGEMENT A, P1
   NEWMANN FM, 1981, HARVARD EDUC REV, V51, P546, DOI 10.17763/haer.51.4.xj67887u87l5t66t
   Ogbu J.U., 1997, Black families, P234
   Orfield G., 1993, Race in America: The struggle for equality, P234
   Patchen M., 1982, BLACK WHITE CONTACT
   Phillips M, 1997, AM EDUC RES J, V34, P633, DOI 10.3102/00028312034004633
   RAUDENBUSH S, 1986, SOCIOL EDUC, V59, P1, DOI 10.2307/2112482
   Roderick M., 1993, The path to dropping: Evidence for intervention
   Roscigno VJ, 1998, SOC FORCES, V76, P1033, DOI 10.2307/3005702
   Roscigno VJ, 1999, SOCIOL EDUC, V72, P158, DOI 10.2307/2673227
   Roscigno VJ, 2000, SOC PROBL, V47, P266, DOI 10.1525/sp.2000.47.2.03x0291e
   RUMBERGER RW, 1990, SOCIOL EDUC, V63, P283, DOI 10.2307/2112876
   SCHOFIELD JW, 1979, US SOC PSYCHOL, V42, P280, DOI 10.2307/3033772
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   Smerdon BA, 1999, RES SOC EDU, V12, P103
   SPENCER MB, 1990, CHILD DEV, V61, P290, DOI 10.2307/1131095
   STEELE CM, 1995, J PERS SOC PSYCHOL, V69, P797, DOI 10.1037/0022-3514.69.5.797
   STEINBERG L, 1992, CHILD DEV, V63, P1266, DOI 10.1111/j.1467-8624.1992.tb01694.x
   Steinberg L., 1996, Beyond the classroom: Why school reform has failed and what parents need to do
   Tinto Vincent, 1993, LEAVING COLL RETHINK, V2nd
   WORTMAN PM, 1985, SOCIOL METHOD RES, V13, P289, DOI 10.1177/0049124185013003002
NR 73
TC 359
Z9 635
U1 1
U2 65
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0038-0407
EI 1939-8573
J9 SOCIOL EDUC
JI Sociol. Educ.
PD OCT
PY 2001
VL 74
IS 4
BP 318
EP 340
DI 10.2307/2673138
PG 23
WC Education & Educational Research; Sociology
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Sociology
GA 489TR
UT WOS:000172008200003
DA 2024-07-19
ER

PT J
AU Valeski, TN
   Stipek, DJ
AF Valeski, TN
   Stipek, DJ
TI Young children's feelings about school
SO CHILD DEVELOPMENT
LA English
DT Article
ID ACADEMIC SELF-CONCEPT; ELEMENTARY-SCHOOL; GENDER-DIFFERENCES;
   ACHIEVEMENT; COMPETENCE; KINDERGARTEN; PERCEPTIONS; ATTAINMENT;
   ENGAGEMENT; ADJUSTMENT
AB This study examined factors associated with young children's feelings about school in kindergarten and first grade, using a new measure, the Feelings about School (FAS). The FAS measures children's perceptions of academic competence, their feelings about the teacher, and their general attitudes toward school. Findings provided support for the reliability and validity of the FAS for kindergartners (N = 225) and first graders (N = 127). Variables presumed to predict children's feelings about school were the classroom structure, academic performance, and relationships with teachers. Feelings about school were expected to predict academic engagement. Correlational analyses indicated that kindergartners' and first graders' feelings about school were associated with their academic skills, as measured by direct assessments and teacher ratings. The evidence for first graders was stronger than for kindergartners. Kindergartners' general attitudes toward school were more negative in highly structured, teacher-directed classroom environments. First graders' perceptions of competence were more negative in classrooms lacking structure and control. First graders', but not kinder-gartners', perceptions of competence were significantly associated with academic engagement.
CR [Anonymous], 1991, MINNESOTA S CHILD PS
   [Anonymous], EARLY CHILDHOOD RES
   Baker JA, 1999, ELEM SCHOOL J, V100, P57, DOI 10.1086/461943
   Birch SH, 1998, DEV PSYCHOL, V34, P934, DOI 10.1037/0012-1649.34.5.934
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   CAIN KM, 1995, MERRILL PALMER QUART, V41, P25
   Carpenter TP, 1996, ELEM SCHOOL J, V97, P3, DOI 10.1086/461846
   CARPENTER TP, 1993, J RES MATH EDUC, V24, P428, DOI 10.2307/749152
   Cole DA, 1999, CHILD DEV, V70, P459, DOI 10.1111/1467-8624.00033
   Covington M.V., 1992, MAKING GRADE SELF WO
   DUNN LM, 1981, PEABODY INDIVIDUAL A
   ECCLES J, 1993, CHILD DEV, V64, P830, DOI 10.1111/j.1467-8624.1993.tb02946.x
   ESHEL Y, 1981, J EDUC PSYCHOL, V73, P287, DOI 10.1037/0022-0663.73.2.287
   FANTUZZO J, 1996, PICTORIAL SCALE PERC
   HARTER S, 1984, CHILD DEV, V55, P1969, DOI 10.2307/1129772
   Harter S., 1992, ACHIEVEMENT MOTIVATI, P77
   KAMII C, 1985, YOUNG CHILDREN, V40, P3
   Katz L., 1988, A resource guide to public school early childhood programs, P32
   KINNER E, 1995, PERCEIVED CONTROL MO
   Ladd GW, 1999, CHILD DEV, V70, P1373, DOI 10.1111/1467-8624.00101
   MACIVER DJ, 1991, J EDUC PSYCHOL, V83, P201, DOI 10.1037/0022-0663.83.2.201
   Marsh H.W., 1997, The measurement of physical self-concept: A construct validation approach, P27
   MARSH HW, 1991, J EDUC PSYCHOL, V83, P377, DOI 10.1037/0022-0663.83.3.377
   MARSH HW, 1990, J EDUC PSYCHOL, V82, P646, DOI 10.1037/0022-0663.82.4.646
   NICHOLLS JG, 1979, J EDUC PSYCHOL, V71, P94, DOI 10.1037/0022-0663.71.1.94
   NICHOLLS JG, 1978, CHILD DEV, V49, P800, DOI 10.2307/1128250
   Pianta R.C., 1992, PARENT ROLE OTHER AD, V57, P61, DOI [10.1002/cd.23219925706, DOI 10.1002/CD.23219925706]
   Pianta R.C., 1999, Enhancing relationships between children and teachers
   PIANTA RC, 1994, J SCHOOL PSYCHOL, V32, P15, DOI 10.1016/0022-4405(94)90026-4
   PIANTA RC, 1995, DEV PSYCHOPATHOL, V7, P295, DOI 10.1017/S0954579400006519
   Ramey SL, 1998, ELEM SCHOOL J, V98, P311, DOI 10.1086/461898
   Ruble D.N., 1992, CAMBRIDGE STUDIES SO, P138
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   SMILEY PA, 1994, CHILD DEV, V65, P1723, DOI 10.2307/1131290
   STIPEK D, 1995, CHILD DEV, V66, P209, DOI 10.1111/j.1467-8624.1995.tb00866.x
   STIPEK D, 1989, CHILD DEV, V60, P521, DOI 10.1111/j.1467-8624.1989.tb02734.x
   Stipek D., 2001, CONSTRUCTIVE DESTRUC
   STIPEK D, 1998, MOTIVATION LEARN THE
   STIPEK DJ, 1981, J EDUC PSYCHOL, V73, P404, DOI 10.1037/0022-0663.73.3.404
   STIPEK DJ, 1988, J EDUC PSYCHOL, V80, P352, DOI 10.1037/0022-0663.80.3.352
   Stipek DJ, 1998, J APPL DEV PSYCHOL, V19, P41, DOI 10.1016/S0193-3973(99)80027-6
   SUNDERS W, 1999, ED RES EVALUATION, V5, P345
   Wigfield A, 1997, J EDUC PSYCHOL, V89, P451, DOI 10.1037/0022-0663.89.3.451
   Woodcock RW., 1990, WoodcockJohnson Psycho-educational Battery-Revised
NR 45
TC 147
Z9 247
U1 1
U2 20
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0009-3920
J9 CHILD DEV
JI Child Dev.
PD JUL-AUG
PY 2001
VL 72
IS 4
BP 1198
EP 1213
DI 10.1111/1467-8624.00342
PG 16
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 452FM
UT WOS:000169846900016
PM 11480942
DA 2024-07-19
ER

PT J
AU Rudolph, KD
   Lambert, SF
   Clark, AG
   Kurlakowsky, KD
AF Rudolph, KD
   Lambert, SF
   Clark, AG
   Kurlakowsky, KD
TI Negotiating the transition to middle school: The role of self-regulatory
   processes
SO CHILD DEVELOPMENT
LA English
DT Article
ID JUNIOR-HIGH-SCHOOL; ADOLESCENTS PERCEPTIONS; PSYCHOLOGICAL
   SYMPTOMATOLOGY; INDIVIDUAL-DIFFERENCES; GENDER-DIFFERENCES; DEPRESSION;
   STRESS; ESTEEM; COMPETENCE; CHILDHOOD
AB The present research examined the role of maladaptive self-regulatory beliefs as vulnerability factors for academic and emotional difficulties during the transition to middle school. A short term longitudinal design was employed to follow two groups of early adolescents: 187 adolescents who experienced a school transition between the fifth and sixth grades, and 142 adolescents who did not experience a school transition between the fifth and sixth grades. Adolescents completed measures of perceptions of academic control and importance of academic success, experience of chronic academic strain, daily school hassles, and depressive symptoms. Teachers reported on students' academic engagement, including levels of helpless behavior, effort, and academic performance. Consistent with the proposed model of self-regulation, maladaptive self-regulatory beliefs (i.e., decreased perceptions of academic control and importance) predicted individual differences in perceived school-related stress and depressive symptoms over the course of the middle school transition, but were not associated with academic and emotional difficulties in adolescents who remained in a stable school environment. Moreover, a self-regulatory sequence was identified proceeding from maladaptive self-regulatory beliefs, to academic disengagement, to enhanced perceptions of school-related stress, to depressive symptoms. This study bridges prior theory and research concerning the psychological impact of normative developmental transitions, the developmental context of depression, and the associations among self-regulatory beliefs, achievement-related behavior, and emotional experience.
C1 Univ Illinois, Dept Psychol, Champaign, IL 61820 USA.
C3 University of Illinois System; University of Illinois Urbana-Champaign
RP Univ Illinois, Dept Psychol, 603 E Daniel St, Champaign, IL 61820 USA.
EM krudolph@uiuc.edu
FU NIMH NIH HHS [MH 56327-01] Funding Source: Medline
CR Arbuckle J.L., 1997, Amos user's guide version 3.6
   Bandura A, 1999, J PERS SOC PSYCHOL, V76, P258, DOI 10.1037/0022-3514.76.2.258
   BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173, DOI 10.1037/0022-3514.51.6.1173
   Berndt T.J., 1989, Children's social networks and social supports, P308
   BERNDT TJ, 1995, J RES ADOLESCENCE, V5, P123, DOI 10.1207/s15327795jra0501_6
   Blyth D., 1983, J EARLY ADOLESCENCE, V3, P105, DOI DOI 10.1177/027243168331008
   BLYTH DA, 1978, SOCIOL EDUC, V51, P149, DOI 10.2307/2112661
   Bronfenbrenner U, 1979, The Ecology of Human Development: Experiments by Nature and Design, DOI DOI 10.2307/J.CTV26071R6
   Brush L., 1980, Encouraging girls in math
   CARTON JS, 1994, GENET SOC GEN PSYCH, V120, P31
   CONNELL JP, 1985, CHILD DEV, V56, P1018, DOI 10.1111/j.1467-8624.1985.tb00174.x
   Crockett L., 1989, Journal of Early Adolescence, V9, P181, DOI DOI 10.1177/0272431689093002
   DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
   ECCLES J, 1984, J PERS SOC PSYCHOL, V46, P26
   Eccles J., 1983, EXPECTANCIES VALUES
   Eccles J.S., 1998, HDB CHILD PSYCHOL, V4
   Eccles J.S., 1997, HLTH RISKS DEV TRANS, P283
   Eccles J.S., 1984, DEV ACHIEVEMENT MOTI, P283
   Eccles J.S., 1989, Research on motivation in education, V3, P139
   ECCLES JS, 1989, J PERS, V57, P283, DOI 10.1111/j.1467-6494.1989.tb00484.x
   ECCLES JS, 1998, MONOGRAPH SOC RES CH, V63
   EMMONS RA, 1986, J PERS SOC PSYCHOL, V51, P1058, DOI 10.1037/0022-3514.51.5.1058
   Feldlaufer H., 1988, Journal of Early Adolescence, V8, P133, DOI DOI 10.1177/0272431688082003
   Fenzel L.M., 1989, J EARLY ADOLESCENCE, V9, P13, DOI DOI 10.1177/0272431689091003
   Fenzel LM, 2000, J EARLY ADOLESCENCE, V20, P93, DOI 10.1177/0272431600020001005
   Fenzel M.L., 1986, J EARLY ADOLESCENCE, V6, P315
   Hankin BL, 1998, J ABNORM PSYCHOL, V107, P128, DOI 10.1037/0021-843X.107.1.128
   HARTER S, 1992, AM EDUC RES J, V29, P777, DOI 10.2307/1163407
   HARTER S, 1981, DEV PSYCHOL, V17, P300, DOI 10.1037/0012-1649.17.3.300
   HARTER S, 1984, DEV ACHIEVEMENT MOTI
   HIGGINS ET, 1987, PSYCHOL REV, V94, P319, DOI 10.1037/0033-295X.94.3.319
   HIGGINS ET, 1991, MINN SYM CHILD PSYCH, V23, P125
   HIRSCH BJ, 1992, AM J COMMUN PSYCHOL, V20, P333, DOI 10.1007/BF00937913
   HIRSCH BJ, 1987, CHILD DEV, V58, P1235, DOI 10.2307/1130617
   KAVRELL SM, 1984, ADV MOTIVATION ACHIE, V4, P1
   KAZDIN AE, 1993, AM PSYCHOL, V48, P127, DOI 10.1037/0003-066X.48.2.127
   KOVACS M, 1981, ACTA PAEDOPSYCHIATR, V46, P305
   LAURSEN B, 1996, COMPANY THEY KEEP FR
   Lord S.E., 1994, The Journal of Early Adolescence, V14, P162, DOI [DOI 10.1177/027243169401400205, 10.1177/027243169401400205]
   MIDGLEY C, 1995, J EARLY ADOLESCENCE, V15, P90, DOI 10.1177/0272431695015001006
   Midgley C, 1998, EDUC PSYCHOL, V33, P195, DOI 10.1207/s15326985ep3304_4
   NOLENHOEKSEMA S, 1992, J ABNORM PSYCHOL, V101, P405, DOI 10.1037/0021-843X.101.3.405
   NOLENHOEKSEMA S, 1994, PSYCHOL BULL, V115, P424, DOI 10.1037/0033-2909.115.3.424
   NOTTELMANN ED, 1987, DEV PSYCHOL, V23, P441, DOI 10.1037/0012-1649.23.3.441
   PELHAM BW, 1989, J PERS SOC PSYCHOL, V57, P672, DOI 10.1037/0022-3514.57.4.672
   PETERSEN AC, 1991, J YOUTH ADOLESCENCE, V20, P247, DOI 10.1007/BF01537611
   PETERSEN AC, 1986, BEHAV THER, V17, P480, DOI 10.1016/S0005-7894(86)80090-9
   PETERSEN AC, 1993, AM PSYCHOL, V48, P155, DOI 10.1037/0003-066X.48.2.155
   ROBINSON NS, 1995, J ABNORM PSYCHOL, V104, P453, DOI 10.1037/0021-843X.104.3.453
   Roeser RW, 1998, J RES ADOLESCENCE, V8, P123, DOI 10.1207/s15327795jra0801_6
   Rotter J.B., 1954, SOCIAL LEARNING CLIN
   Rudolph KD, 2001, COGNITIVE THER RES, V25, P447, DOI 10.1023/A:1005538704056
   Rudolph KD, 1999, CHILD DEV, V70, P660, DOI 10.1111/1467-8624.00048
   Rudolph KD, 2000, DEV PSYCHOPATHOL, V12, P215, DOI 10.1017/S0954579400002066
   RUDOLPH KD, 2001, UNPUB
   SCHEIER MF, 1982, AFFECT COGNITION, P157
   Schulenberg J.E., 1984, Journal of Early Adolescence, V4, P107, DOI DOI 10.1177/0272431684042002
   SEIDMAN E, 1994, CHILD DEV, V65, P507, DOI 10.1111/j.1467-8624.1994.tb00766.x
   Simmons R.G., 1987, MOVING ADOLESCENCE
   SIMMONS RG, 1987, CHILD DEV, V58, P1220, DOI 10.1111/j.1467-8624.1987.tb01453.x
   SIMMONS RG, 1973, AM SOCIOL REV, V38, P553, DOI 10.2307/2094407
   Skinner E.A., 1998, Monographs of the Society for Research in Child Development, Serial No. 254, V63
   SMUCKER MR, 1986, J ABNORM CHILD PSYCH, V14, P25, DOI 10.1007/BF00917219
   TANAKA JS, 1987, CHILD DEV, V58, P134, DOI 10.2307/1130296
   Thornburg H.D., 1984, Journal of Early Adolescence, V4, P387
   TURNER JE, 1994, J ABNORM CHILD PSYCH, V22, P15, DOI 10.1007/BF02169254
   WAGNER BM, 1990, AM J COMMUN PSYCHOL, V18, P383, DOI 10.1007/BF00938114
   Weisz J.R., 1990, Self-directedness: Cause and effects throughout the life course, P103
   WEISZ JR, 1982, HUM DEV, V25, P250, DOI 10.1159/000272812
   Weisz JR, 2001, J ABNORM PSYCHOL, V110, P97, DOI 10.1037//0021-843X.110.1.97
   WIGFIELD A, 1991, DEV PSYCHOL, V27, P552, DOI 10.1037/0012-1649.27.4.552
NR 71
TC 157
Z9 279
U1 0
U2 30
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD MAY-JUN
PY 2001
VL 72
IS 3
BP 929
EP 946
DI 10.1111/1467-8624.00325
PG 18
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 438JA
UT WOS:000169048800022
PM 11405592
DA 2024-07-19
ER

PT J
AU Rumberger, RW
   Larson, KA
AF Rumberger, RW
   Larson, KA
TI Student mobility and the increased risk of high school dropout
SO AMERICAN JOURNAL OF EDUCATION
LA English
DT Article
ID RESIDENTIAL-MOBILITY
AB A variety of evidence suggests that students in the United States change schools frequently. But there has been relatively little research that examines the educational consequences of student mobility. This study examined the incidence of student mobility between the eighth and twelfth grades and its effect on high school completion using the National Educational Longitudinal Survey third follow-up data. Three models were tested on two groups of students. For eighth-grade students in 1988, we predicted (1) whether students changed schools or dropped out between the eighth and twelfth grades and (2) high school completion status two years after twelfth grade. For twelfth-grade students in 1992 we predicted high school completion status two years after twelfth grade. The models were developed from a conceptual framework based on theories of dropping out, postsecondary institutional departure, and student transfer adjustment that suggest school mobility may represent a less severe form of educational. disengagement similar to dropping out. The results generally support this idea. That is, measures of social and academic engagement, such as low grades, misbehavior, and high absenteeism, predicted both whether students changed schools or dropped out. The results further indicate that, controlling for other predictors, students who made even one nonpromotional school change between the eighth and twelfth grades were twice as likely to not complete high school as students who did not change schools. Together, the findings suggest that student mobility is both a symptom of disengagement and an important risk factor for high school dropout.
C1 Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA.
C3 University of California System; University of California Santa Barbara
RP Rumberger, RW (corresponding author), Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA.
CR [Anonymous], NAT GOALS ED
   [Anonymous], 1994, Elementary school children: Many change schools frequently, harming their education
   ASTONE NM, 1994, DEMOGRAPHY, V31, P575, DOI 10.2307/2061791
   BENSON GP, 1979, PSYCHOL SCHOOLS, V16, P444, DOI 10.1002/1520-6807(197907)16:3<444::AID-PITS2310160325>3.0.CO;2-D
   BOWDITCH C, 1993, SOC PROBL, V40, P493, DOI 10.1525/sp.1993.40.4.03x0094p
   CAMERON SV, 1993, J LABOR ECON, V11, P1, DOI 10.1086/298316
   CARROLL D, 1996, 8894 NELS
   Crockett L., 1989, Journal of Early Adolescence, V9, P181, DOI DOI 10.1177/0272431689093002
   Fine M., 1991, Framing dropouts: Notes on the politics of an urban public high school
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Haveman R., 1994, SUCCEEDING GENERATIO
   Hess G A., 1989, Against the odds: The early identification of dropouts
   Hess G.A., 1985, Dropouts from the Chicago public schools: An analysis of the classes of 1982, 1983, and 1984
   HOLLAND JV, 1974, J SCHOOL HEALTH, V44, P74, DOI 10.1111/j.1746-1561.1974.tb05201.x
   Ingersoll G.M., 1989, EDUC EVAL POLICY AN, V11, P143, DOI DOI 10.3102/01623737011002143
   INGLES SJ, 1992, NATL ED LONGITUDINAL
   Jason L.A., 1992, HELPING TRANSFER STU
   Kerbow D., 1996, Pervasive student mobility
   LASH AA, 1990, ELEM SCHOOL J, V91, P177, DOI 10.1086/461645
   LEE VE, 1992, AM J EDUC, V100, P420, DOI 10.1086/444024
   LONG L, 1992, J MARRIAGE FAM, V54, P861, DOI 10.2307/353167
   Long L, 1975, SOCIOL EDUC, V48, P369
   McCullagh P., 2019, Generalized linear models
   McMillen M.M., 1997, DROPOUT RATES US 199
   MURNANE RJ, 1995, EDUC EVAL POLICY AN, V17, P133, DOI 10.2307/1164557
   Newmann F., 1991, RETHINKING EFFECTIVE
   NEWMANN FM, 1992, STUDENT ENGAGEMENT A
   ROSENBAUM PR, 1983, BIOMETRIKA, V70, P41, DOI 10.1093/biomet/70.1.41
   Rumberger R. W., 1995, ANN M AM ED RES ASS
   RUMBERGER RW, 1995, AM EDUC RES J, V32, P583, DOI 10.3102/00028312032003583
   Schaller J., 1975, Man-Environment Systems, V5, P185
   Smith T.M., 1995, The Condition of Education 1995
   TEMPLE J, 1995, ANN M AM ED RES ASS
   TRINTO V, 1987, LEAVING COLL RETHINK
   *US BUR CENS, 1987, GEOGR MOB 1985
   Wehlage G., 1989, Reducing the risk: Schools as communities of support
   Wehlage G.G., 1986, TEACH COLL REC, V87, P374
   WHALEN TE, 1973, J EDUC RES, V67, P163, DOI 10.1080/00220671.1973.10884593
   WOOD D, 1993, JAMA-J AM MED ASSOC, V270, P1334, DOI 10.1001/jama.270.11.1334
   1993, ED WEEK         0623
NR 40
TC 293
Z9 631
U1 1
U2 47
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 5720 SOUTH WOODLAWN AVE, CHICAGO, IL 60637-1603 USA
SN 0195-6744
J9 AM J EDUC
JI Am. J. Educ.
PD NOV
PY 1998
VL 107
IS 1
BP 1
EP 35
DI 10.1086/444201
PG 35
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 172BU
UT WOS:000078903100001
DA 2024-07-19
ER

PT J
AU LEE, VE
   SMITH, JB
AF LEE, VE
   SMITH, JB
TI EFFECTS OF SCHOOL RESTRUCTURING ON THE ACHIEVEMENT AND ENGAGEMENT OF
   MIDDLE-GRADE STUDENTS
SO SOCIOLOGY OF EDUCATION
LA English
DT Article
ID SOCIAL DISTRIBUTION; INSTRUCTION; TRACKING; TEACHERS; EFFICACY
AB This article reports on a study of the impact of attending restructured schools on the achievement and engagement of young adolescents. It places the movement toward restructuring in a conceptual framework favoring the development of more communally organized schools and away from the largely bureaucratic organization of most American schools. Using a subsample of 8,845 eighth graders in 377 public, Catholic, and independent middle-grade schools from the base year of the National Longitudinal Study of 1988, the authors examined the effects of school restructuring (less departmentalization, more heterogeneous grouping, more team teaching, and a composite restructuring index) on students' achievement, engagement with academic work, and at-risk behaviors. Modest but consistently positive effects of restructuring were found on both achievement and engagement, as well as with a more equitable social distribution of these outcomes. Students attending schools with fewer eighth-grade peers also demonstrated more academic engagement and a more equitable distribution of achievement.
C1 UNIV ROCHESTER, DEPT ADM & SCH ORG, GRAD SCH EDUC & HUMAN DEV, ROCHESTER, NY 14627 USA.
   UNIV WISCONSIN, CTR ORG & RESTRUCTURING SCH, MADISON, WI 53706 USA.
C3 University of Rochester; University of Wisconsin System; University of
   Wisconsin Madison
RP UNIV MICHIGAN, SCH EDUC, DEPT EDUC STUDIES, ANN ARBOR, MI 48109 USA.
CR ANDERSON C, 1990, CURRICULUM DIFFERENT, P183
   [Anonymous], 1983, ELEM SCHOOL J, V84, P113
   [Anonymous], 1989, TURN POINTS PREP AM
   Arhar J.M., 1989, Middle School Journal, V20, P24
   Ashton P., 1986, Making a difference: Teacher's sense of efficacy and student achievement
   BECKER HJ, 1987, 16 J HOPK U CTR RES
   Bidwell C., 1965, HDB ORG, P972
   BIDWELL CE, 1991, J RES ADOLESCENCE, V3, P211
   BRADDOCK JH, 1990, PHI DELTA KAPPAN, V71, P445
   Bryk A.S., 1988, The school as community: Theoretical foundations, contextual influences, and consequences for students and teachers
   Bryk A.S., 1993, CATHOLIC SCH COMMON
   Bryk A.S., 1990, CHOICE CONTROL AM ED, V1, P135
   Bryk A. S., 1992, HIERARCHICAL LINEAR
   *CARN F ADV TEACH, 1988, COND TEACH STAT STAT
   *CARN TASK FORC TE, 1986, NAT PREP TEACH 21ST
   ECCLES JS, 1991, AM J EDUC, V99, P521, DOI 10.1086/443996
   Elmore R.F., 1990, RESTRUCTURING SCH, P1
   Epstein J.L., 1991, The Hopkins enhancement survey of NELS:88 middle grades practices
   EPSTEIN JL, 1990, PHI DELTA KAPPAN, V71, P438
   ETZIONI A, 1968, AM SOCIOL REV, V33, P870, DOI 10.2307/2092680
   Firestone W.A., 1988, Educational Evaluation and Policy Analysis, V10, P285, DOI [10.2307/1164171, DOI 10.2307/1164171, 10.3102/01623737010004285]
   GAMORAN A, 1987, SOCIOL EDUC, V60, P135, DOI 10.2307/2112271
   GARBARINO J, 1980, J YOUTH ADOLESCENCE, V9, P19, DOI 10.1007/BF02088377
   Hall G.Stanley., 1905, ADOLESCENCE
   HANSON S, 1990, CURRICULUM DIFFERENT, P67
   HOFFER TB, 1991, ANN M AM SOCIOLOGICA
   INGELS SJ, 1989, NATIONAL ED LONGITUD
   Jencks C., 1972, INEQUALITY
   Johnson S.M., 1990, CONTEXT TEACHING SEC, P167
   LEE VE, 1991, SOCIOL EDUC, V64, P190, DOI 10.2307/2112851
   LEE VE, 1993, REV RES EDUC, V19, P171, DOI 10.3102/0091732X019001171
   LEE VE, 1988, SOCIOL EDUC, V61, P78, DOI 10.2307/2112266
   LEE VE, 1989, SOCIOL EDUC, V62, P172, DOI 10.2307/2112866
   MACIVER DJ, 1991, AM J EDUC, V99, P587
   MCPARTLAND JM, 1990, PHI DELTA KAPPAN, V71, P465
   MCPARTLAND JM, 1987, 15 J HOPK U CTR RES
   MCPARTLAND JM, 1991, 1991 ANN M AM ED RES
   Merton R. K., 1949, Social Theory and Social Structure
   Newmann F.M., 1987, Effects of cooperative learning on achievement in secondary schools: A summary of research
   Newmann F.M., 1991, Beyond common sense in educational restructuring
   NEWMANN FM, 1981, HARVARD EDUC REV, V51, P546, DOI 10.17763/haer.51.4.xj67887u87l5t66t
   Oakes J., 1985, KEEPING TRACK SCH ST
   ODETOLA TO, 1972, EDUC ADMIN QUART, V8, P15, DOI 10.1177/0013131X7200800103
   Page R., 1990, CURRICULUM DIFFERENT, P17
   RAUDENBUSH SW, 1992, SOCIOL EDUC, V65, P150, DOI 10.2307/2112680
   ROSENBAUM JE, 1976, INEQUALITY HIDDEN CU
   Rosenholtz S., 1989, TEACHERS WORKPLACE S
   ROSENTHAL R, 1984, ESSENTIALS BEHAVIORA
   ROWAN B, 1991, AM J EDUC, V99, P238, DOI 10.1086/443980
   Rowan B., 1990, RESTRUCTURING SCH NE, P31
   SEEMAN M, 1959, AM SOCIOL REV, V24, P783, DOI 10.2307/2088565
   SHAFER W, 1975, ANN REV SOCIOLOGY, V1
   Shafer W.E., 1971, Tracking and opportunity
   Sizer T.R., 1992, HORACES SCH REDESIGN
   SLAVIN RE, 1985, J SOC ISSUES, V41, P45, DOI 10.1111/j.1540-4560.1985.tb01128.x
   SLAVIN RE, 1988, EDUC LEADERSHIP, V46, P67
   Stevenson H.W. Stigler., 1992, The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education
   Tyack D., 1974, The one best system^
   UDY SH, 1959, AM SOCIOL REV, V24, P791, DOI 10.2307/2088566
   Waller W., 1932, Sociology of teaching
   Weber M., 1947, The theory of social and economic organization
   WILSON BL, 1989, FORMAL SUBUNITS AM P
NR 62
TC 118
Z9 256
U1 0
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0038-0407
EI 1939-8573
J9 SOCIOL EDUC
JI Sociol. Educ.
PD JUL
PY 1993
VL 66
IS 3
BP 164
EP 187
DI 10.2307/2112735
PG 24
WC Education & Educational Research; Sociology
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Sociology
GA LP143
UT WOS:A1993LP14300002
DA 2024-07-19
ER

EF