Self-Esteem and Family Challenge: An Investigation of Their Effects on Achievement

By Jennifer A. Schmidt, B. Padilla. 2003

111 citations recorded by the source corpus.

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The causal ordering of self-concept and academic motivation and its effect on academic achievement (2006, background): “For example, Schmidt and Padilla (2003) found that self-esteem was not a significant predictor of grades or extracurricular involvement, whereas family challenge (authoritative parenting style) was positively associated with school grades (but not extracurricular involvement.”
Academic Achievement of Students with Different Learning Styles (2011, unknown): “As stated by Sternberg (1997), teachers must take into account that they teach according to a specific styles.”
How social support influences university students' academic achievement and emotional exhaustion: the mediating role of self-esteem (2018, background): “Accordingly, they are more likely to get good grades (Bankston & Zhou, 2002; Schmidt & Padilla, 2003).”
Perceived Parent–Child Relations and Adolescent Self-Esteem (2009, background): “Based on their review of the literature, Schmidt and Padilla (2003) stated that a person’s self-esteem rises when they ‘‘experience another’s love’’ (p. 38).”