The DOI matches its Crossref record; 167 of the 167 references it cites were found in a registry or an index.
Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap
Open accessAbstract
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 (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.
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Cites
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Cited by
Martin, A. J., & Dowson, M. (2009) · Review of Educational Research · doi:10.3102/0034654308325583 · Cited by 1,081
Wang, M.-T., & Degol, J. (2013) · Developmental Review · doi:10.1016/j.dr.2013.08.001 · Cited by 837
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(2010) · Routledge eBooks · doi:10.4324/9780203874844 · Cited by 502
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Metadata
- Authors
- Becker, B. E., & Luthar, S. S.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2002-12
- Volume
- 37
- Issue
- 4
- Pages
- 197-214
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2086468812
- Cited by
- 521
- References
- 167
- FWCI
- 32.49
- Type
- journal article
- Language
- en
- Open access
- green
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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