Schools as Developmental Contexts During Adolescence

By Jacquelynne S. Eccles, R. Roeser. 2011

1,532 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/81439787872982ba9a6562ae1c1ced3b59c844b4

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Citations in the corpus

Mathematics Interest and Achievement: What Role Do Perceived Parent and Teacher Support Play? A Longitudinal Analysis (2013, positive): “Teachers’ expectations shape their supportive behavior (Eccles & Roeser, 2011; Simpkins, Fredricks, & Eccles, 2012) through which mechanism students’ perceptions of their teacher’s gender-related ability expectations influence their achievement (Dickhaeuser & Meyer, 2006).”
The student well-being model: a conceptual framework for the development of student well-being indicators (2014, background): “…to be embedded or ‘nested’ in the multiple and intersecting spheres of students’ lives, such as the classroom, school, family, community, and natural and built environment (see also Davis & Simmt, 2003; Davis & Sumara, 2006; Earls & Carlson, 2001; Eccles & Roeser, 2011; Lerner & Overton, 2008).”
Motivational teacher strategies: the role of beliefs and contextual factors (2015, positive): “It is increasingly recognised that the learning environment is an important factor in explaining students’ motivation for school and their learning outcomes (Eccles and Roeser 2011; Pintrich 2004).”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “…build social networks; opportunities to actively participate and take leadership in family, school, and community activities; access to safe, intellectually challenging environments; and guidance through clear standards for behavior and norms (e.g., Eccles & Roeser, 2011; Geisz & Nakashian, 2016).”
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions (2015, background): “Teachers who promote performance-approach goal structures emphasize competition and use instructional strategies such as ability grouping, special rewards for high achievers, or public evaluation of performance (Eccles & Roeser, 2011).”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “When these extra-school influences are harmonized with their school-related counterparts, as they may often be with more economically advantaged students and their families, engagement may be more readily facilitated (Eccles et al., 1993; Eccles & Roeser, 2011).”
School Order, Justice, and Education: Climate, Discipline Practices, and Dropping Out (2015, background): “…control, general strain, social disorganization, and life course), schools are avenues for learning, bonding, strain, access to educational and economic opportunities, and a potential turning point that can influence adolescents’ risk for adult criminality (Eccles & Roeser, 2011; Kozol, 1991).”
Stressors and Turning Points in High School and Dropout (2015, background): “This state of affairs reflects a broader neglect observed in developmental science in general (Burton, Lichter, Baker, & Eason, 2013; Conger, 2013; Eccles & Roeser, 2011).”
Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence (2019, background): “…as one of the more important factors associated with students’ social and emotional well-being, academic self-efficacy and motivation, school satisfaction (McMahon, Parnes, Keys, & Viola, 2008; McMahon, Wernsman, & Rose, 2009), and academic achievement (see Eccles & Roeser, 2011 for a review).”