The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School
Open accessAbstract
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.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · cited 4×
“Thus, we conceptualize school engagement as a multidimensional construct reflecting each of the three subtypes suggested by Fredricks et al. (2004): (a) school compliance (behavioral engagement), (b) participation in extracurricular activities (behavioral engagement), (c) school identification…”
BackgroundMethodInfluentialClassrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Skinner, E. A., & Belmont, M. J. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.571 · Cited by 3,428
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993) · American Psychologist · doi:10.1037/0003-066x.48.2.90 · Cited by 2,616 · cited 7×
“…to develop strong and positive personal relationships between school adults and students, and to participate in extracurricular activities at a time when adolescents need strong nonfa-milial social relationships and opportunities to feel competent at their school work (Eccles et al., 1993).”
BackgroundMethodResultInfluentialSelf-citationMeasuring cognitive and psychological engagement: Validation of the Student Engagement Instrument
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006) · Journal of School Psychology · doi:10.1016/j.jsp.2006.04.002 · Cited by 1,858
Social relationships and motivation in middle school: The role of parents, teachers, and peers.
Wentzel, K. R. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.2.202 · Cited by 1,828
Wang, M., & Eccles, J. S. (2012) · Journal of Research on Adolescence · doi:10.1111/j.1532-7795.2011.00753.x · Cited by 667
Self-citationRaudenbush, S. W., & Liu, X.-F. (2001) · Psychological Methods · doi:10.1037/1082-989x.6.4.387 · Cited by 455
Exploring achievement values among ethnic minority early adolescents
Graham, S., Taylor, A. Z., & Hudley, C. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.4.606 · Cited by 275
Cited by
Eccles, J. S., & Wigfield, A. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101859 · Cited by 2,368
Self-citationWhat Schools Need to Know About Fostering School Belonging: a Meta-analysis
Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018) · Educational Psychology Review · doi:10.1007/s10648-016-9389-8 · Cited by 1,141
Wang, M.-T., & Degol, J. (2013) · Developmental Review · doi:10.1016/j.dr.2013.08.001 · Cited by 837
“The norms and characteristics of peers profoundly influence adolescent academic achievement, beliefs, and behaviors (Berndt & Murphy, 2002; Ryan, 2001; Wang & Eccles, 2012; Wentzel, 1998).”
BackgroundSelf-citationWang, M.-T., & Eccles, J. S. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.04.002 · Cited by 833
Self-citationWang, M., & Eccles, J. S. (2012) · Journal of Research on Adolescence · doi:10.1111/j.1532-7795.2011.00753.x · Cited by 667
Self-citation
Metadata
- Authors
- Wang, M.-T., & Eccles, J. S.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2012-05-01
- Volume
- 83
- Issue
- 3
- Pages
- 877-895
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W1948392547
- Cited by
- 1,164
- References
- 9
- FWCI
- 189.88
- Type
- journal article
- Language
- en
- Open access
- bronze
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
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School. https://app.cochat.ai/papers/10.1111/j.1467-8624.2012.01745.x
- The paper
- Wang, M.-T., & Eccles, J. S. (2012). Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School. Child Development. https://doi.org/10.1111/j.1467-8624.2012.01745.x
Data sources
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.
