Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning

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A Model of Factors Contributing to STEM Learning and Career Orientation (2015, background): “This line of research has shown that students’ perception of parental interest and support of STEM in formal (STEM coursework) and informal (trips to museums, exhibits, etc.) settings are both important (Lee & Shute, 2010).”
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis (2015, unknown): “Despite a potentially weak association with academic performance, reviewing stands alongside elaboration, organization, and rehearsal as the cognitive strategies that are considered particularly important in elementary and secondary school (Lee and Shute 2010).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “also been consistently linked to standardized test scores, GPA, and grades for student populations spanning from kindergarten through twelfth grade (Lee and Shute 2010).”
Quest for the best non-cognitive predictor of academic achievement (2014, background): “Clearly, if improving the overall academic achievement of all students is the goal, the evidence suggests that the emphasis should be placed on self-beliefs from among many other non-cognitive constructs studied over the last two decades (see Lee & Shute, 2010 for non-cognitive constructs review).”