The DOI matches its Crossref record; 112 of the 112 references it cites were found in a registry or an index.
Social Competence at School: Relation between Social Responsibility and Academic Achievement
Abstract
This article reviews the literature on social responsibility and academic achievement. Both theoretical and empirical work suggest that student social responsibility is not only a valued outcome in and of itself but that it can be instrumental in the acquisition of knowledge and the development of cognitive abilities. This review describes research on the value of social responsibility for parents and teachers and on how it is promoted within the classroom. It is proposed that social responsibility can facilitate learning and performance outcomes by promoting positive interactions with teachers and peers and, from a motivational perspective, by providing students with additional incentives to achieve.
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Cites
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Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,626
Socialization In The Context Of The Family: Parent-Child Interaction
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Peer relations and later personal adjustment: Are low-accepted children at risk?
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Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
Bandura, A., & Schunk, D. H. (1981) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.41.3.586 · Cited by 2,675 · cited 1×
“For instance, Bandura and Schunk (1981) suggest that setting explicit proximal subgoals in the service of larger but future goals (linking goals hierarchically) results in greater persistence, enhanced perceptions of self-efficacy, and increased intrinsic interest for children in learning…”
BackgroundDimensions and types of social status: A cross-age perspective.
Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982) · Developmental Psychology · doi:10.1037/0012-1649.18.4.557 · Cited by 2,452
Cited by
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
The Role of Goal Orientation in Self-Regulated Learning
Pintrich, P. R. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50043-3 · Cited by 5,173
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
Self-citationDevelopment of Achievement Motivation
Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis‐Kean, P. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0315 · Cited by 1,735
Goal theory, motivation, and school achievement: an integrative review.
Covington, M. V. (2000) · Annual Review of Psychology · doi:10.1146/annurev.psych.51.1.171 · Cited by 1,316
Metadata
- Authors
- Wentzel, K. R.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1991
- Volume
- 61
- Issue
- 1
- Pages
- 1
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2148617787
- Cited by
- 469
- References
- 112
- FWCI
- 62.73
- 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.
