The DOI matches its Crossref record; 51 of the 51 references it cites were found in a registry or an index.
School as a Context of Early Adolescents' Academic and Social-Emotional Development: A Summary of Research Findings
Abstract
Successful youth development during adolescence is an intergenerational process, one in which youth are responsible for being open to and taking advantage of new experiences, and adults are responsible for providing youth with nourishing, growth-enhancing opportunities. In this article, we examine how adolescents perceive the nature of the opportunities they are provided by teachers and staff in middle school, and how such opportunities are related to changes in their academic and social-emotional functioning over time. Our findings indicate that specific instructional, interpersonal, and organizational dimensions of middle school life, as perceived by adolescents themselves, are associated in important ways with the quality and character of their education- and non-education-related development during the years of early adolescence.
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Cites
Intrinsic Motivation and Self-Determination in Human Behavior
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Self-Efficacy and Academic Motivation
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Expectancies, values and academic behaviors
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Self-citationSkinner, E. A., & Belmont, M. J. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.571 · Cited by 3,428
Personality: A Psychological Interpretation
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Hamre, B. K., & Pianta, R. C. (2005) · Child Development · doi:10.1111/j.1467-8624.2005.00889.x · Cited by 1,717
Schools as Developmental Contexts During Adolescence
Eccles, J. S., & Roeser, R. W. (2011) · Journal of Research on Adolescence · doi:10.1111/j.1532-7795.2010.00725.x · Cited by 1,629
Self-citationPianta, R. C., & Hamre, B. K. (2009) · Educational Researcher · doi:10.3102/0013189x09332374 · Cited by 1,331
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Sense of belonging in college freshmen at the classroom and campus levels
Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007) · The Journal of Experimental Education · doi:10.3200/jexe.75.3.203-220 · Cited by 1,112
Metadata
- Authors
- Roeser, R. W., Eccles, J. S., & Sameroff, A. J.
- Venue
- The Elementary School Journal
- Publisher
- University of Chicago Press
- Published
- 2000-05
- Volume
- 100
- Issue
- 5
- Pages
- 443-471
- ISSN
- 0013-5984 (ISSN-L)
- 1554-8279
- OpenAlex
- W1988482299
- Cited by
- 990
- References
- 51
- FWCI
- 30.68
- Type
- journal article
- Language
- en
- Open access
- closed
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- Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a Context of Early Adolescents' Academic and Social-Emotional Development: A Summary of Research Findings. The Elementary School Journal. https://doi.org/10.1086/499650
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
