A Social-Cognitive-Behavioral Model of Academic Predictors of Adolescents' Life Satisfaction.

By Shannon M. Suldo, Emily J. Shaffer, Kristen Riley. 2008

242 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/2ddd9e9e9854374ca46ccfa1a13a6460ee8a1d5b

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Shannon M. Suldo
2. E. Scott Huebner
3. Lili Tian
4. Wang Liu
5. J. Ferron
6. D. Minch
7. Amanda Thalji
8. Jie Mei

In Safety Research

1. Shannon M. Suldo
2. Lili Tian
3. E. Scott Huebner
4. Wang Liu
5. Jie Mei
6. F. V. D. van de Vijver
7. J. Farmer
8. M. Schachner

Citations in the corpus

• Links Between Parents’ and Children’s Levels of Gratitude, Life Satisfaction, and Hope (2013, background): “Suldo, Shaffer, and Riley (2008) found a small but statistically significant correlation (r = .21) between levels of LS in high school students and their grade point averages (GPA).”
• Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual factor model (2011, background): “…satisfaction co-occurs with better school grades (Gilman & Huebner, 2006; Suldo, Shaffer, & Riley, 2008), as well as more positive beliefs about learning, including high perceptions of one’s academic abilities (Danielsen, Samdal, Hetland, & Wold, 2009; Suldo & Huebner, 2006; Suldo et al., 2008).”
• Age and Gender Differences in the Relation Between School-Related Social Support and Subjective Well-Being in School Among Students (2015, background): “…teacher support has shown strong and stable associations with children’s and adolescents’ well-being (Natvig et al. 2003; Suldo and Huebner 2006; Suldo et al. 2008), whereas classmate support tends to significantly predict students’ SWB, especially during adolescence, the critical period in…”
• Development and Validation of the Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS) (2014, unknown): “Some studies have suggested modest, but significant, positive associations between school satisfaction and self-reported grades (Huebner and Gilman 2006) and actual school grades (Suldo et al. 2008).”
• Teacher Support and Adolescents' Subjective Well-Being: A Mixed-Methods Investigation (2009, background): “Specifically, social support from teachers explained 16% of the variance in students’ SWB, consistent with prior research that identified strong links between perceived teacher support and adolescents’ life satisfaction (Natvig et al., 2003; Suldo et al., 2008).”
• How All Students Can Belong and Achieve: Effects of the Cultural Diversity Climate Amongst Students of Immigrant and Nonimmigrant Background in Germany (2019, background): “…such indirect effects on intrinsic motivation (Byrd, 2015), academic self-concept (McMahon, Parnes, Keys, & Viola, 2008), achievement (Benner et al., 2008; Wang & Holcombe, 2010), and life satisfaction (Suldo et al., 2008) among culturally diverse students (see Eccles & Roeser, 2011, for a review).”