Connection and Regulation at Home and in School

By A. Gregory, Rhona S Weinstein. 2004

218 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/91b2a80cd5dff76995ba4527ea84e33a0a07faf3

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In Education

Citations in the corpus

Classroom Effects on Children’s Achievement Trajectories in Elementary School (2008, background): “…with experiences that foster learning-related processes important to academic functioning (Crosnoe, Johnson, & Elder, 2004; Greenberg et al., 2003; Gregory & Weinstein, 2004; Pianta et al., 2002; Rimm-Kaufman et al., 2005; Roeser, Eccles, & Sameroff, 2000; Wentzel, 2002; Zins, Bloodworth,…”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “Gregory and Weinstein (2004) found greater growth in math achievement for adolescents who felt their teachers offered praise, listened, and were interested in their students.”
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? (2005, background): “…the important role that teachers may play in interrupting cycles of coercive interactions with students (Arnold et al., 1998) and teacher – child relationships as a particularly important asset for children with social or relational challenges (Gregory & Weinstein, 2004; Noam & Herman, 2002).”
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students (2011, background): “In a sample of about 7,000 adolescents from the National Education Longitudinal Study of 1988, Gregory and Weinstein (2004) found that student-reported connection (positive regard of teachers) and regulation (behavioral order in the classroom) predicted growth in achievement through the high school…”
“Tolerating” Adolescent Needs: Moving Beyond Zero Tolerance Policies in High School (2009, methodology): “Another study found that the combination of teacher structure and support predicted increased high school achievement, especially for students experiencing the negative effects of low family income (Gregory & Weinstein, 2004).”
Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools (2016, result): “These findings are consistent with previous research finding that adolescents who are exposed to supportive adults in the school have higher academic achievement (e.g., Goodenow, 1993; Gregory & Weinstein, 2004) and lower problem behavior (Henrich, Brookmeyer, & Shahar, 2005; Jessor et al., 2003).”
Parental Involvement as a Protective Factor During the Transition to High School (2009, background): “In addition to autonomy needs, adolescents also have the need to connect with adults in their lives (Gregory & Weinstein, 2004).”
Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, background): “As these noncognitive outcomes have all been found to be highly related to students’ levels of achievement (Gregory & Weinstein, 2004; Hamre & Pianta, 2001, 2005; Huebner & Gilman, 2006; Marsh & Craven, 2006; Martin & Downson, 2009), this study also evaluates their direct role in the prediction of…”
Relationships Between Teachers and Urban African American Children (2007, background): “These findings are consistent with previous research on children from Grade 3 to Grade 6 and Grade 8 to Grade 12 that has shown unique positive associations between child perceptions of their relationships with teachers and indices of positive school outcomes (Furrer and Skinner, 2003; Gregory and W”