Social Support Networks and School Outcomes: The Centrality of the Teacher

By L. Rosenfeld, J. Richman, G. Bowen. 2000

382 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a152e64ef6e0326dffc67f74b6ebdf14977f1130

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In Clinical Psychology

In Education

Citations in the corpus

Factorial and Criterion Validity of Scores of a Measure of Belonging in Youth Development Programs (2002, background): “…connectedness reflects youths’ perceptions of whether they are treated fairly by their teachers, how close they feel to people at school, whether they feel like they are a part of the school, and how satisfied they feel in the school (Blum & Rinehart, 1998; Rosenfeld et al., 2000; Small, 1991).”
Teacher Support and the School Engagement of Latino Middle and High School Students at Risk of School Failure (2004, background): “Direct links have been found between parental and teacher support and educational outcomes (Richman, Rosenfeld, & Bowen, 1998; Rosenfeld, Richman, & Bowen, 2000; Wentzel, 1998).”
Social support as a buffer in the relationship between socioeconomic status and academic performance. (2006, result): “port and academics are consistent with previous research that has found teacher support as the source most likely to be related to GPA (Gillock & Reyes, 1999; Malecki & Elliott, 1999; Rosenfeld et al., 2000).”
Predicting Interpersonal Competence and Self-Worth From Adolescent Relationships and Relationship Networks: Variable-Centered and Person-Centered Perspectives (2006, background): “Better outcomes were found among those with networks of supportive relationships, extending similar person-centered findings concerning family members and friends (Rosenfeld et al., 2000; Scholte et al., 2001) to include relationships with romantic partners.”
Relational matters: A review of the impact of school experience on mental health in early adolescence (2010, background): “, 2000) and peer support (Rosenfeld et al., 2000).”
Patterns of Social Support in the Middle Childhood to Early Adolescent Transition: Implications for Adjustment (2005, background): “Alternatively, some individuals may be consistently more family-focused or friend-focused, regardless of their developmental progress (Rosenfeld et al., 2000; Takahashi & Majima, 1994; Takahashi et al., 1997).”
Protective Family Factors in the Context of Neighborhood: Promoting Positive School Outcomes (2006, result): “The next two factors were teacher support and school safety, a finding also in-line with previous research with the SSP (Rosenfeld et al., 2000).”
The development of academic competence among adolescents who bully and who are bullied (2009, background): “(Rosenfeld et al., 2000).”