﻿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.
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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.
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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).
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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).
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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].
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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
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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.
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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].
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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
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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
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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
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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.
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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").
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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
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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.
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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.
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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
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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
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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
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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
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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
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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
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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
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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;
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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.
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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
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NR 78
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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,
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OI Heyder, Anke/0000-0002-1578-4894; Hannover, Bettina/0000-0003-1916-8455
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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.
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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
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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
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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; 
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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
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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
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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
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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
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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
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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.
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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
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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
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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
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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
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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.
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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
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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
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   [No title captured]
   [No title captured]
   [No title captured]
   [No title captured]
   [No title captured]
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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
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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
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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.
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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
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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
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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
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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
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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**
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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
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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
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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
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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
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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
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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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
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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
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   *INT BAS APPL RES, 1994, J APPL BEHAV ANAL SP, V27
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   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)
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   Repp A.C., 1999, Functional analysis of problem behavior: From effective assessment to effective support
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   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
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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
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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
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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
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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
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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
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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.
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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
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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.
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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.
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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.
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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