The DOI matches its Crossref record; 64 of the 64 references it cites were found in a registry or an index.
Academic Optimism of Schools: A Force for Student Achievement
Abstract
Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while controlling for socioeconomic status, previous achievement, and urbanicity. The study focused on a diverse sample of 96 high schools. A random sample of teachers from each school provided data on the school’s academic optimism, and student achievement scores and demographic characteristics were obtained from the state department of education. A confirmatory factor analysis and hypothesis tests were conducted simultaneously via structural equation modeling. As predicted, academic optimism made a significant contribution to student achievement after controlling for demographic variables and previous achievement. The findings support the critical nature of academic optimism.
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Cites
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Cited by
Seven strong claims about successful school leadership revisited
Leithwood, K., Harris, A., & Hopkins, D. (2020) · School Leadership & Management · doi:10.1080/13632434.2019.1596077 · Cited by 1,683
How school leadership influences student learning: A test of “The four paths model”
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Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time
Putwain, D. W., Becker, S., Symes, W., & Pekrun, R. (2018) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.08.004 · Cited by 228
Sun, J., & Leithwood, K. (2015) · School Effectiveness and School Improvement · doi:10.1080/09243453.2015.1005106 · Cited by 187
Student Academic Optimism: a confirmatory factor analysis
Tschannen‐Moran, M., Bankole, R. A., Mitchell, R. M., & Moore, D. M. (2013) · Journal of Educational Administration · doi:10.1108/09578231311304689 · Cited by 88
Metadata
- Authors
- Hoy, W. K., Tarter, C. J., & Hoy, A. W.
- Venue
- American Educational Research Journal
- Published
- 2006-01
- Volume
- 43
- Issue
- 3
- Pages
- 425-446
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2146046098
- Cited by
- 747
- References
- 64
- FWCI
- 17.74
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
