Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School

By Ming-Te Wang, R. Holcombe. 2010

1,191 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/55d8a5faa92b1d298e3468c953cb0fcb1ee99d1c

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Citations in the corpus

Eliciting Engagement in the High School Classroom (2014, neutral): “…2014, Vol. 51, No. 2, pp. 363–402 DOI: 10.3102/0002831213507973 2013 AERA. http://aerj.aera.net (Bridgeland, Dilulio, & Morison, 2006; Rumberger, 2011), while high levels of engagement have consistently been linked to academic success (Caraway, Tucker, Reinke, & Hall, 2003; Wang & Holcombe, 2010).”
Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects (2012, background): “Although many recent studies have emphasized the need to measure classroom climate at the classroom level (eg, Mainhard, Brekelmans, & Wubbels, 2011), many publications in leading educational journals continue to treat the raw L1 measures (rather than L2 aggregates of L1 measures) as if they are cli”
School-Based Experiential Outdoor Education (2017, background): “Apathy for school-related learning is high among adolescents (Moulton, 2008; Tita, 2010; Wang & Holcombe, 2010).”
The Effect of Teacher–Family Communication on Student Engagement: Evidence From a Randomized Field Experiment (2013, background): “A large body of literature finds that a high level of student engagement is the cornerstone of effective classroom instruction (e.g., Wang & Holcombe, 2010).”
Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships (2020, background): “STRs remain important throughout secondary school (Wang & Holcombe, 2010). understanding the importance of these STRs for adolescents and how to improve them could be addressed in future studies.”
Understanding student behavioral engagement: Importance of student interaction with peers and teachers (2018, background): “…on their responses rather than provide short responses to questions) have students with greater engagement as evidenced by extended curricular conversations and more substantive and sustained contributions to the class discussion (Applebee, Langer, Nystrand, & Gamoran, 2003; Wang & Holcombe, 2010).”
Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school (2014, background): “Previous research on school engagement has shown that being engaged in school has a significant impact on both students’ subjective well-being (Creed, Muller, & Patton, 2003; Eccles, Vida, & Barber, 2004) and their academic performance (Wang & Holcombe, 2010).”
Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “Further, students’ perceptions of teacher social support were linked to heightened school participation, school identification, and students’ academic achievement (average of students’ mathematics, science, English, and social sciences grades) (Wang & Holcombe, 2010).”