The Social Context of School Success for Latino Middle School Students
By Michael E. Woolley, Kelli L. Kol, G. Bowen. 2009
232 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/cc4ddb147c98de0e7c572b9744f13aa3a7d2b9ce
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In Education
Citations in the corpus
- The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana (2017, background): “In their study of student-teacher relationship in the United States, Woolley et al. (2009) found that teacher support mediated the effect of classmate and parental support on student behavior.”
- Big-Fish-Little-Pond Effect (2010, result): “These latter findings are consistent with previous research that has demonstrated that these constructs are related to better educational and mental health outcomes (Crosnoe et al., 2004; Ozer, 2005; Wentzel, 1999; Woolley et al., 2009).”
- Classroom emotional climate, student engagement, and academic achievement (2012, unknown): “Past research has shown interrelationships among CEC, student engagement, and achievement (e.g., Fredricks et al., 2004; O’Connor & McCartney, 2007; Perry, Liu, & Pabian, 2009; M.-T. Wang & Holcombe, 2010; Wentzel, 1998; Woolley et al., 2009).”
- Does Social Connectedness Promote a Greater Sense of Well-Being in Adolescence Over Time? (2012, result): “The positive association between connectedness and well-being has been reported by several other authors (e.g., Witherspoon et al., 2009; Woolley et al., 2009; ZimmerGembeck et al., 2006); however, the present study is one of the few investigations incorporating multiple indicators of connectedness…”
- Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, background): “Concerning the mediating role of engagement for positive relationships, Woolley, Kol, and Bowen (2009) showed that the association between teacher support and students’ grades was mediated by students’ satisfaction with school in a sample of Latino middle school students.”
- The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “Furthermore, engagement has been found to act as a mediator between TSRs and achievement (e.g., de Bruyn, 2005; Hughes et al., 2008; Woolley et al., 2009; Zimmer-Gembeck et al., 2006).”