School Structural Characteristics, Student Effort, Peer Associations, and Parental Involvement

By Endya B. Stewart. 2008

367 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3eed1ebe8bad55380fa32c7e7815619bd867c9b7

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Citations in the corpus

School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement * (2016, background): “It has been argued in the literature that a high quality of peer relationships or supportive friendships satisfies the adolescents’ need to belong, because it fulfills the need to connect with others (Berndt, 2004; Booker, 2004; Stewart, 2008).”
Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire (2013, background): “In fact, research has indicated that positive relationships with peers can promote psychological and life skills and may be related to academic achievement and motivation (Cotterell, 1992; Nichols & White, 2001; Stewart, 2008).”
Latino Parent Involvement and School Success (2012, methodology): “Family structure may also affect educational outcomes (Glick & White, 2004; Jeynes, 2007; Stewart, 2008).”
Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math (2017, methodology): “This sense of attachment and belonging has been linked with improved student effort, engagement, and performance (Crosnoe et al., 2004; Pong & Zeiser, 2012; South, Haynie, and Bose, 2007; Stewart, 2003; Stewart, 2008b; Wentzel, 1997).”
The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, background): “The research literature has consistently identified the importance of SES for student mathematics achievement (Hampden-Thompson, 2013; Stewart, 2008).”
How does school climate impact academic achievement? An examination of social identity processes (2017, background): “One reason for the growing interest in school climate is its’ well-established relationship with achievement (e.g., Hoy & Hannum, 1997; McEvoy & Welker 2000; Ma & Klinger, 2000; Sherblom, Marshall, & Sherblom, 2006; Stewart, 2008; Wang, Haertel, & Walberg, 1997) and health and well-being outcomes (f”
A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, background): “Finally, only three studies measured climate based on three perspectives: those of students, teachers, and principals (Mohammadpour, 2013; Stewart, 2008) and students, teachers, and parents (Catalano et al.”