Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

By Bronwyn E. Becker, S. Luthar. Educational Psychology, 2002

600 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/08b104250a24eb6ed9b51f195a6c4d1af4e872c4

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Reflecting on Social Emotional Learning: A Critical Perspective on Trends in the United States (2009, background): “…emotional attachment to school and engagement in the classroom produce positive results, particularly for disadvantaged students, though the emotional support dimension must go hand in hand with instructional rigor for this to occur (Becker & Luthar, 2002; C. C. Lewis, Schaps, & Watson, 2003).”
Reforming Middle Schools: Focus on Continuity, Social Connectedness, and Engagement (2007, background): “Consistent with other research on school climate (e.g., Becker & Luthar, 2002), American students whose parents did not finish high school scored lowest on these indicators of connectedness and support.”
Social support as a buffer in the relationship between socioeconomic status and academic performance. (2006, background): “For example, in a review of the literature, Becker and Luthar (2002) found that parent and teacher support are two important factors contributing to the success of disadvantaged students.”
Black Male Perspectives on Their Educational Experiences in High School (2012, background): “There is empirical evidence to support the notion that there is a link between students’ sense of school belongingness and positive academic outcomes (Becker & Luthar, 2002; McMahon, Wernsman, & Rose, 2009; Roeser, Eccles, & Sameroff, 2000; Ryan & Deci, 2000).”
Adults make a difference: the protective effects of parent and teacher emotional support on emotional and behavioral problems of peer‐victimized adolescents (2010, background): “Adolescents’ perceptions of teacher emotional support (e.g., encouragement and respect from teachers) are consistently associated with their academic success, commitment to learning, and feelings of wellbeing (see Becker & Luthar, 2002 for review; Murdock & Miller, 2003).”
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, background): “In the educational context, Becker and Luthar (2002) suggest that an important”
The Relation of Classroom Environment and School Belonging to Academic Self-Efficacy among Urban Fourth- and Fifth-Grade Students (2009, background): “0013-5984/2009/10903-0003$10.00 teachers in low-resource schools are often inadequately prepared, and research often focuses on negative outcomes rather than on modifiable factors that promote success (Becker & Luthar, 2002).”
Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures. (2008, background): “Disconnected and alienated students are at particular risk of negative outcomes (Becker & Luthar, 2002; Berndt et al., 1999; Finn, 1989, 1993; Furman & Robbins, 1985; Hymel, Comfort, Schonert-Reichl, & McDougall, 1996; Ladd, 1990; McDougall & Hymel, 1998; Parker & Asher, 1987; Wentzel et al., 2004).”
Mitigating the effect of family poverty on academic and behavioral outcomes: The role of school climate in middle and high school. (2011, background): “They experience higher rates of problem behavior in school and academic difficulty (Becker & Luthar, 2002; Raver, Gershoff, & Aber, 2007).”
School Belonging and the African American Adolescent: What do We Know and Where Should We Go? (2006, background): “Sense of School Belonging and Academic Achievement Why is student sense of belonging and connection important in an educational setting? Sociocultural perspectives of the educational process posit that students need a sense of community or connection to others in order to maximize student learning, ”
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being (2014, background): “For example, school staff receive professional development on the social-emotional needs of students (Becker & Luthar, 2002; Martin & Dowson, 2009), whereas parents are not trained educators and are relative novices at each stage of their child’s social-emotional development.”
Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem (2007, background): “Notably, in recent research addressing disadvantaged students, one of three areas targeted for professional development related to improving teacher-student relationships (Becker & Luthar, 2002).”