Predicting achievement, distress, and retention among lower-income Latino youth

By W. Close, Scott H. Solberg. 2008

112 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e469385492bb3b1357bb277adb34bfabf484949f

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation (2015, background): “I expect school racial climate to be positively associated with belonging and competence, which, according to self-determination theory, should in turn be positively associated with intrinsic motivation (e.g., Close & Solberg, 2008).”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “…– −.01 −.03 −.20 – Chan et al. 2013 526 – .71 – .10 – – .16 Chen & Astor 2010 3,058 s – −.49 – −.13 – .20 Chen & Astor 2011a 7,841 s – −.25 – – – – Chen & Astor 2011b 3,122 p – −.25 – – – – Chen & Gregory 2009 59 s .28 – .37 – – .79 Choi & Dobbs–Oates 2014 129 p – – .13 – – – Chong et al. 2010 523…”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, methodology): “A meta-analysis by Cornelius-White (2007) revealed a substantial association between person-centered teacher variables (i.”
How All Students Can Belong and Achieve: Effects of the Cultural Diversity Climate Amongst Students of Immigrant and Nonimmigrant Background in Germany (2019, background): “Similarly, Latino students in the United States who reported being more connected with their school and teachers were more motivated to attend school and showed better achievement (Close & Solberg, 2008).”
Teacher Support and Adolescents' Subjective Well-Being: A Mixed-Methods Investigation (2009, background): “Such beneficial academic outcomes have been observed in studies of youth from diverse backgrounds, suggesting that the link between teacher support and student success is generalizable across culture and ethnicity (Close & Solberg, 2008; Hughes & Kwok, 2007).”
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “; G Belongingness Close & Solberg (2008) SP: Connection to Teachers and to School; e.g.: “Teachers here care about their students”; “I have friends here at this school”; G Faircloth & Hamm (2005) Peer Perception: Friendship nominations SP: Time spent in extracurricular activities; Bonding with Teach”
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “…teacher support ● Higher academic achievement (r = .60*) d = 1.50 ZimmerGembeck et al. (2006) Structural equation modeling; Zero-order correlation Better teacher–student relationships ● Higher achievement (β = .31**, indirect effect) NA ● Higher achievement (β = .16 NS, direct effect) NA ●…”