Reforming Middle Schools: Focus on Continuity, Social Connectedness, and Engagement

By Jaana Juvonen. 2007

199 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/14e720d6eac6e5931295df08e7ce6183ae0d28e9

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Citations in the corpus

Attachment in the Classroom (2009, background): “students feel markedly less bonded and dislike school more than in some other countries (Juvonen 2007).”
The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes (2014, unknown): “…environments (Tinto, 1987); for example, more positive social belonging predicts higher achievement, achievement motivation, persistence, and engagement (Anderman & Kaplan, 2008; Freeman, Anderman, & Jensen, 2007; Goodenow, 1993; Juvonen, 2007; Patrick, Ryan, & Kaplan, 2007; Wentzel, 1994).”
Teacher–student interactions in fifth grade classrooms: Relations with children's peer behavior (2011, background): “Later elementary classrooms are an important context for peer interaction skills in that teachers in these classroomshaveanopportunity to help children develop and refine these skills before they encounter the shifting of the peer context that typically occurswhen children transition to middle schoo”
Motivational Interventions That Work: Themes and Remaining Issues (2007, background): “As previously noted, several articles in this issue (Juvonen, 2007/this issue; Guthrie et al., 2007/this issue; Hudley et al., 2007/this issue) also suggest that children who enjoy positive interactions and relationships with their peers also tend to be engaged in and even excel at academic tasks…”
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, background): “…Kathryn Wentzel, the authors of different articles discuss school-wide reform efforts to create positive social and emotional climates for children (Juvonen, 2007 ), small learning community reforms (Felner, Seitsinger, Brand, Burns, & Bolton, 2007 ), and social skills training for aggressive…”
The Social Perspective Taking Process: What Motivates Individuals to Take Another's Perspective? (2012, background): “Given the importance of administrators communicating their support to teachers and teachers being supportive in their relationships with students (Juvonen, 2007; Wentzel, 1997), it seems likely that SPT accuracy plays a key role in many of the interpersonal relationships within schools.”
Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality (2015, background): “The importance of peers for students’ school adjustment has been widely documented (Altermatt, Pomerantz, Ruble, Frey, & Greulich, 2002; Gest, Rulison, Davidson, &Welsh, 2008; Juvonen, 2007; Kindermann, 2007; Ladd, Herald-Brown, & Reiser, 2008; Ryan, 2001; Wentzel, 2005).”
Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging (2015, background): “Not all students perceived teachers as involved, suggesting teachers need to be aware of the influence teacher-student relationships have on student adjustment and their role in fostering such relationships (Davis, 2006; Juvonen, 2007).”
Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures (2018, background): “This expansive body of literature has motivated researchers to examine factors that protect students against in-school experiences that leave their belongingness needs unfulfilled (Juvonen, 2007; Martin & Dowson, 2009).”
Relational matters: A review of the impact of school experience on mental health in early adolescence (2010, background): “(ibid) argue that we could do much better at working with developmental processes, such as the search for and development of identity in early adolescents the need for emotional safety and the need to affiliate and belong in schools (Juvonen, 2007; Goodenow, 1993).”
Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory (2014, background): “For example, in cultural groups where social goals are highly salient, teachers can make use of cooperative learning to “capitalize on affiliative needs to harness engagement” (Juvonen, 2007, p. 203).”