Social competence, social support, and academic achievement in minority, low-income, urban elementary school children.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Such support from family, school, and peers may be especially important for students from disadvantaged backgrounds.
“Such support from family, school, and peers may be especially important for students from disadvantaged backgrounds (Elias and Haynes, 2008).”
From Impacts of the COVID-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020–2021 School Year: A National Survey of Teachers (2022) · cites this paper as Elias and Haynes, 2008
Prior studies have found that family, school, and peer support increases student engagement, which in turn improves academic competence and achievement.
“Additionally, prior studies have found that family, school, and peer support increases student engagement, which in turn improves academic competence and achievement (e.g., Elias and Haynes, 2008;Estell and Perdue, 2013).”
From Impacts of the COVID-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020–2021 School Year: A National Survey of Teachers (2022) · cites this paper as Elias and Haynes, 2008
Cites
Missing data: our view of the state of the art
Schafer, J. L., & Graham, J. W. (2002) · Psychological Methods · doi:10.1037/1082-989x.7.2.147 · Cited by 11,638 · see citing works
Esposito, C. (1999) · School Psychology Review · doi:10.1080/02796015.1999.12085971 · Cited by 175 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011) · Review of Educational Research · doi:10.3102/0034654311421793 · Cited by 2,370 · see citing works
A Review of School Climate Research
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013) · Review of Educational Research · doi:10.3102/0034654313483907 · Cited by 2,335 · see citing works
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017) · Child Development · doi:10.1111/cdev.12739 · Cited by 880 · see citing works
Wang, M.-T., L. Degol, J., Amemiya, J., Parr, A., & Guo, J. (2020) · Developmental Review · doi:10.1016/j.dr.2020.100912 · Cited by 470 · see citing works
Brown, J., Barbarin, O., & Scott, K. (2013) · American Journal of Orthopsychiatry · doi:10.1111/ajop.12027 · Cited by 55 · see citing works
Namkung, J. M., Goodrich, J. M., Hebert, M., & Koziol, N. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.921497 · Cited by 31 · see citing works
Laberge, S., Bush, P. L., & Chagnon, M. (2012) · American Journal of Health Promotion · doi:10.4278/ajhp.090625-quan-202 · Cited by 19 · see citing works
- Authors
- Elias, M. J., & Haynes, N. M.
- Affiliations
- Rutgers, The State University of New Jersey (US)
- Southern Connecticut State University (US)
- ORCID
- Elias, Maurice J.
- Venue
- School Psychology Quarterly
- Published
- 2008-12
- Volume
- 23
- Issue
- 4
- Pages
- 474-495
- ISSN
- 1045-3830 (ISSN-L)
- 1939-1560
- OpenAlex
- W2018077131
- Cited by
- 372
- References
- 2
- Citations by year
- 2026: 12 · 2025: 26 · 2024: 20 · 2023: 19 · 2022: 29 · 2021: 35 · 2020: 24 · 2019: 18 · 2018: 27 · 2017: 21 · 2016: 35 · 2015: 18 · 2014: 22 · 2013: 18 · 2012: 20
- FWCI
- 38.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Quarterly (publishedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Education › School Choice and Performance
- Keywords
- social competence, social support, academic performance, minority children, low-income children
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
