Turning around reading achievement: Predictors of high school students' academic resilience

By Elise Cappella, Rhona S Weinstein. 2001

111 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/09014d5f6017a2fd5c260ab10582ed9b96991124

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Paul Ginns
2. Shanna N. Ricketts
3. Mei-Lin Chang
4. G. Engelhard
5. Lars-Erik Malmberg
6. J. Hall
7. Joelle C. Ruthig
8. Tara L. Haynes

In Education

1. Tara L. Haynes
2. Robert H. Stupnisky
3. Joelle C. Ruthig
4. Paul Ginns
5. R. Perry
6. R. Clifton
7. R. Renaud
8. Andrew J. Martin

In Safety Research

1. Paul Ginns
2. Lars-Erik Malmberg
3. Shanna N. Ricketts
4. Mei-Lin Chang
5. G. Engelhard
6. J. Hall
7. Andrew J. Martin
8. Marc A. Brackett

Citations in the corpus

• Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement (2007, background): “Similarly, Cappella and Weinstein (2001) examined students with a low Grade 8 reading proficiency and found students who reported a high internal locus of control were more likely to improve their reading proficiency by Grade 12 than students who had an external locus of control; alternatively, self”
• Academic buoyancy and psychological risk: Exploring reciprocal relationships ☆ (2013, background): “The proximal factors are considered to be more amenable to intervention (Cappella & Weinstein, 2001).”
• Development and Validation of a Scale to Measure Academic Resilience in Mathematics (2017, background): “The finding that girls report higher levels of academic resilience than boys supports literature that suggests that being female is a protective factor against academic failure (Cappella & Weinstein, 2001).”