Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

Becker, Bronwyn E.; Luthar, Suniya S.

doi:10.1207/s15326985ep3704_1

Cited by 340 publications

(220 citation statements)

References 135 publications

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“…Students' perceptions were differentiated by their gender and ethnicity, such that girls were more likely to view their transition experiences as more positive than boys, and minority males were the least likely to perceive an easy transition. These students' subjective acknowledgment of difficult with the middle school transition reinforces and extends long-standing patterns of adjustment disparities for minority students and males in middle school (Becker & Luthar, 2002;Cauley & Jovanovich, 2006;McGill, Hughes, Alicea, & Way, 2011;Niehaus et al, 2012). Peer support and acceptance has been related to positive middle school adjustment for minority male youth (Becker & Luthar, 2002).…”

Section: Positive Perceptions Of the Middle School Transitionmentioning

confidence: 67%

“…These students' subjective acknowledgment of difficult with the middle school transition reinforces and extends long-standing patterns of adjustment disparities for minority students and males in middle school (Becker & Luthar, 2002;Cauley & Jovanovich, 2006;McGill, Hughes, Alicea, & Way, 2011;Niehaus et al, 2012). Peer support and acceptance has been related to positive middle school adjustment for minority male youth (Becker & Luthar, 2002). Increasing peer support for minority youth in middle school may require educators to target social issues of peer acceptance for these students.…”

Section: Positive Perceptions Of the Middle School Transitionmentioning

confidence: 79%

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Social Integration and Students’ Perceptions of the Transition to Middle School

Day¹,

Hamm²,

Lambert³

et al. 2013

JEDP

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Aspects of students' social integration early in the middle school transition year were examined in relation to their perceptions of their overall transition experience at the end of 6th grade. Participants included 898 students (56.2% female, 29.2% minority) enrolled in 15 rural middle schools across the United States who were affiliated with a peer group. Perceptions of the transition and indicators of students' social integration were collected through survey and peer nomination procedures. Most students rated their transition positively. Results of the two-level hierarchical linear modeling analysis with cumulative proportional odds models indicated that students who were female, had greater school belonging, and were affiliated with a central peer group were more likely to view the transition favorably after controlling for fifth grade risk of adjustment difficulties. Examination of an interaction effect indicated that White male students were the most likely to perceive an easy transition. Implications for future study are discussed.

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Section: Positive Perceptions Of the Middle School Transitionmentioning

confidence: 67%

Section: Positive Perceptions Of the Middle School Transitionmentioning

confidence: 79%

Social Integration and Students’ Perceptions of the Transition to Middle School

Day¹,

Hamm²,

Lambert³

et al. 2013

JEDP

View full text Add to dashboard Cite

show abstract

“…A positive sense of belonging, in this case, enables students to experience enthusiasm, happiness, enjoyment, interest, and strengthened confidence in their learning (Furrer & Skinner, 2003). For minority students, in particular, the fostering of a social milieu that embraces belonging is appreciative, as this sense of connectedness, support and respect for personal autonomy (Goodenow, 1993a) relates to academic motivation and classroom engagement (Becker & Luthar, 2002). A lack of belonging, in contrast, may lead to a number of detrimental consequences, such as a lack in dedication and motivation.…”

Section: Consequences Of Belongingmentioning

confidence: 99%

“…The fostering of a social milieu that nurtures a sense of identification (e.g., "I feel really connected with this school; there is a sense of identity and we are all made to feel related") (Finn, 1989) is an important feat for accomplishment, as this would facilitate positive educational processes and schooling outcomes (Ma, 2003). One positive outcome of belonging, in this instance, is the promotion of students' academic engagement in their schoolwork (Becker & Luthar, 2002;Garcia-Reid, et al, 2005;Goodenow, 1992).…”

Section: Triarchic Relations Between Personal Self-efficacy Belonginmentioning

confidence: 99%

Antecedents and Consequences of School Belonging: Empirical Evidence and Implications for Practices

Phan¹

2013

JEDP

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There are number of theoretical orientations, which may account and explain students' learning and performance outcomes in various domains of functioning. Triarchic relations between three major theoretical orientations were proposed and explored in this study. In their sequencing of predictive effects, these included: personal self-efficacy, school belonging, and academic disengagement. The proposition, in this case, stipulated both personal self-efficacy and academic disengagement as antecedent and consequence of belonging, respectively. These three variables are also conceptualized, centrally, between prior learning experience and future performance in mathematics. Two hundred and ninety 12 th grade students (152 boys and 138 girls) participated in this study. Self-rating responses of Likert-scale inventories (e.g., MSLQ) were analysed using structural equation modelling procedures. Structural analyses yielded some significant evidence, notably the impact of both personal self-efficacy beliefs and a sense of belonging on academic performance in mathematics. A positive sense of belonging to school also relates inversely to academic disengagement. Finally, consistent with Bandura's (1986, 1997) social cognitive theory, personal self-efficacy is central to the relation between enactive learning experience and academic performance.

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“…Paulo A. S. Moreira Social and emotional skills have a significant impact on academic performance (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011), on school attendance and school dropout (Archambault, Janosz, Morizot, & Pagani, 2009), academic adjustment (Howse, Calkins, Anastopoulos, Keane, & Shelton, 2003), academic competence (Izard et al, 2001;Welsh, Parke, Widamen, & O'Neil, 2001), the academic motivation and success (Pritchard & Wilson, 2003), including in at risk and disadvantaged students (Becker & Luthar, 2002), and on prevention of achievement loss associated with middle school transition (Rosenblatt & Elias, 2008). Social and emotional skills have a strong influence on students' engagement with school (Reschly, Huebner, Appleton, & Antaramian, 2008), and on school environment (Battistich, Solomon, Kim, Watson, & Schaps, 1995).…”

Section: Desenvolvimento E Avaliação Das Características Psicométricamentioning

confidence: 99%

Development and evaluation of psychometric properties of an inventory of teachers' perceptions on socio-emotional needs

Moreira

Pinheiro

Gomes

et al. 2013

Psicol. Reflex. Crit.

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The objective of this study was to evaluate the psychometric properties of an assessment instrument on teachers' perceptions regarding the development of socio-emotional skills. Results revealed a consistent four-factor structure (School/teachers' needs for socio-emotional skills promotion; Needs regarding teaching-learning process; Difficulties in dealing with students' socio-emotional deficits, Socio-emotional needs related to teacher's initial training) with internal consistency values above .79. Confirmatory analyses revealed a good fit of the model to the data. Teachers reported having more needs at the school/ teachers conditions for the promotion of social and emotional needs, and less needs at the level of their Teachers' initial training. The instrument also showed to be sensitive in capturing teachers' perception of schooling social and emotional needs in terms of teachers' gender, pedagogic group and school level. Keywords: Instrument development, teachers perceptions, social and emotional skills, social and emotional learning. ResumoO objectivo deste estudo foi avaliar as características psicométricas de um instrumento de avaliação das percepções dos professores acerca das suas necessidades na promoção das competências sociais e emocionais. Os resultados revelaram uma estrutura de quatro factores (Necessidades ao nível da escola/ professor, necessidades ao nível do processo de ensino-aprendizagem, Dificuldades em lidar com défices sócio-emocionais dos alunos e Necessidades ao nível da formação inicial), com valores de consistência interna acima de 0,79. As análises confirmatórias revelaram bom ajustamento do modelo aos dados. Os professores revelaram sentir maiores dificuldades ao nível das condições da escola/ professores e menores ao nível da formação inicial. O instrumento revelou-se também sensível às diferenças de percepções em termos do género, grupo pedagógico, e nível de ensino. Palavras-chave: Desenvolvimento de instrumento, percepção dos professores, competências sociais e emocionais, aprendizagem sócio-emocional.

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Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

Abstract: Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains

Cited by 340 publications

References 135 publications

Social Integration and Students’ Perceptions of the Transition to Middle School

Social Integration and Students’ Perceptions of the Transition to Middle School

Antecedents and Consequences of School Belonging: Empirical Evidence and Implications for Practices

Development and evaluation of psychometric properties of an inventory of teachers' perceptions on socio-emotional needs

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