Schooling and Mental Health

By R. Roeser, Jacquelynne S. Eccles. 2000

147 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/233bb49a300f9e7ef527864b70abc91eb57533ef

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In Clinical Psychology

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Citations in the corpus

Effects of School-Wide Positive Behavioral Interventions and Supports on Internalizing Problems (2014, background): “For some vulnerable students, this change in the instructional environment could serve as a protective factor against the emotional distress that is thought to underlie the development of internalizing and externalizing problems (Roeser & Eccles, 2000).”
A biopsychosocial model of the development of chronic conduct problems in adolescence. (2003, background): “School failure represents another social institution risk factor for antisocial outcomes (Roeser & Eccles, 2000).”
Adaptive and Nonadaptive Help Seeking With Peer Harassment: An Integrative Perspective of Coping and Self-Regulation (2008, background): “For classrooms to be conducive for learning, they must be safe and supportive of students’ socioemotional well-being and adjustment (Adelman & Taylor, 1998; Roeser & Eccles, 2000).”
Studying Early Adolescents' Academic Motivation, Social-Emotional Functioning, and Engagement in Learning: Variable- and Person-Centered Approaches (2002, background): “These findings fit well with the notion that sadness will produce a ruminative style that is antithetical to classroom concentration and learning, whereas anger can produce an impulsive, reactive style that is antithetical to classroom conduct and learning (Roeser and Eccles, 2000).”
The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better (2007, background): “…that the educational setting is an important context for the development of children’s emotional (Eccles, Lord, Roeser, Barber, & Jozefowicz, 1997; Ladd, 1996; Noddings, 2003; Roeser & Eccles, 2000; Rudolph, 2005) as well as social (Noddings, 2003; Slavin, 1996; Slavin & Cooper, 1999) functioning.”
The role of trait emotional intelligence in academic performance and deviant behavior at school (2004, background): “Various types of anxiety, stress, and emotional deficits have been shown negatively to affect scholastic achievement, although the associations are not always direct, linear, or unidirectional (Boekaerts, 1993; Roeser & Eccles, 2000; Seipp, 1991; Stewart, Lam, Betson, Wong, & Wong, 1999).”
Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School (2008, background): “Thus, the relationship between academic performance and problem behavior in particular provides additional cause for concern because of their documented interaction (Maguin & Loeber, 1995; Roeser & Eccles, 2000).”
Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap (2002, unknown): “…& Buchanan, 1996; Wigfield & Eccles, 2002) and emotional well-being (Cauce, Hannan, & Sargeant, 1992; Comer & Woodruff, 1998; Farmer & Farmer, 1999; Roeser & Eccles, 2000; Ryan, Stiller, & Lynch, 1994), disadvantaged students rarely benefit from school experiences that promote overall positive…”
Academic Correlates of Children and Adolescents' Life Satisfaction (2006, background): “Despite the implications of these findings for students’ mental health, Roeser and Eccles (2003) assert the following: Only recently have researchers interested in schools looked beyond the intellectual domain to examine how experiences in classrooms and schools influence adolescents’ feelings,…”
Early Adolescent Depression Symptoms and School Dropout: Mediating Processes Involving Self-Reported Academic Competence and Achievement (2013, methodology): “Theoretical models seeking to integrate mental health issues and school experience suggest that depression can lead to academic difficulties through self-regulation processes (Roeser & Eccles, 2000; Rudolph, 2004).”
Double Disadvantage or Signs of Resilience? The Elementary School Contexts of Children From Mexican Immigrant Families (2005, background): “Because interpersonal relations smooth general adaptation to and liking of school, they are an important factor in school success (Roeser & Eccles, 2000).”