Social support matters: longitudinal effects of social support on three dimensions of school engagement from middle to high school.

By Ming-Te Wang, Jacquelynne S. Eccles. Child Development, 2012

1,119 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/aa7ae647382d5bb902b7918439d57cf11970207b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Safety Research

Citations in the corpus

A Model of Factors Contributing to STEM Learning and Career Orientation (2015, background): “Teacher impact is shown through their instructional practices (Logan & Skamp, 2008; Swarat, Ortony, & Revelle, 2012) and encouragement (Wang & Eccles, 2012).”
How True Is Grit? Assessing Its Relations to High School and College Students’ Personality Characteristics, Self-Regulation, Engagement, and Achievement (2017, background): “College students have more choice about what courses they take, and these choices (and their performance), thus, may be driven more by how much they value what they are taking (Wang & Eccles, 2012).”
Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study (2016, background): “…(Klem & Connell, 2004; National Institute for Child Health and Human Development and Early Child Care Research Network [NICHD-ECCRN], 2002; Wentzel, 2002), as well as longitudinal studies (Furrer & Skinner, 2003; Hamre & Pianta, 2001; Ryan & Patrick, 2001; Wang & Eccles, 2012; Wentzel, 1997).”
School Belonging: A Review of the History, Current Trends, and Future Directions (2016, background): “In addition, researchers have also found positive correlations between school belonging and variables concerned with support from others, such as peer support, teacher support, and parent support (Garcia-Reid, 2007; Hallinan, 2008; Wang & Eccles, 2012).”
Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations (2016, background): “Apart from the effect on students’ achievement, the results of the longitudinal studies (e.g., Breso et al., 2011; Wang & Eccles, 2012a) described above based on both conceptualizations indicated that the engagement construct is changeable and malleable.”
Parent involvement and academic outcomes among urban adolescents: examining the role of school engagement (2016, background): “With some important exceptions (Dotterer, McHale, & Crouter, 2009; Wang & Eccles, 2012a) most empirical investigations have measured school engagement as a unidimensional construct or included just one or two indicators of school engagement.”
The impact of non-cognitive skills on outcomes for young people. A literature review. (2013, background): “Based on evidence from longitudinal data, school engagement also has been associated with the prevention of antisocial behaviours, such as delinquency, school drop-out and substance use (Li, Zhang, et al., 2011); Wang & Eccles, 2012), and positive mental health (Li & Lerner, 2011).”