Studying Early Adolescents' Academic Motivation, Social-Emotional Functioning, and Engagement in Learning: Variable- and Person-Centered Approaches

By R. Roeser, Karen R. Strobel, Gisell Quihuis. 2002

162 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/301c65e5a85823dc78a930c175870ceed4b81527

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In Clinical Psychology

In Education

Citations in the corpus

Study engagement and burnout profiles among Finnish higher education students (2017, background): “minority of adolescents, adjustment problems in school appear to cluster (e.g., Archambault et al., 2009; Li & Lerner, 2011; Roeser & Peck, 2003; Roeser et al., 2002; Tuominen-Soini & Salmela-Aro, 2014).”
Early Adolescent Depression Symptoms and School Dropout: Mediating Processes Involving Self-Reported Academic Competence and Achievement (2013, background): “In addition to lower perceived competence, children and adolescents with withdrawn behavior or depression also tend to have more helpless school behavior (Nolen-Hoeksema et al., 1992; Roeser et al., 2002).”
Classroom discourse and the distribution of student engagement (2007, background): “…the effects of perceived competence on multiple measures of engagement, including teacher ratings of engagement (Valeski and Stipek 2001; Rudolph et al. 2001; Skinner et al. 1990) and student reports on a variety of forms of engagement (Shernoff et al. 2003; Roeser et al. 2000, Roeser et al. 2002).”
The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2019, background): “This includes emotions such as interest versus boredom, happiness versus sadness, anxiety, and anger (see also Roeser, Strobel, and Quihuis 2002).”
A Motivational Perspective on Engagement and Disaffection (2009, background): “To disaffection, some assessments add student oppositional, disruptive, rebellious, or defiant behavior (e.g., Finn et al., 1995; Roeser, Strobel, & Quihuis, 2002 ).”
Achievement Goal Orientations and Subjective Well-Being: A Person-Centred Analysis. (2008, methodology): “In a stark contrast to mastery-oriented students with multiple strengths, these students represent an unfortunate group of adolescents with multiple risks (cf. Roeser et al., 2002 ).”