Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior.

By Alex Casillas, S. Robbins, Jeff M. Allen, Yi-Lung Kuo, M. Hanson, C. Schmeiser. 2012

216 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ef70f978a5c4950fb7cf7d2fe4b731f9e7697b38

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In Clinical Psychology

In Education

Citations in the corpus

Beyond Correlations: Usefulness of High School GPA and Test Scores in Making College Admissions Decisions (2013, background): “HSAvg is also negatively skewed in broader populations: (−0.7) combined score sender/enrolled student population; (−0.7) all 2005 ACT-tested high school graduates; and (−0.4) a nationally representative sample of eleventh-grade students (Casillas et al., 2010).”
Teacher–student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups (2013, unknown): “like gender and ethnicity that are discussed later in the text, research indicates that teachers prefer students who are prosocial, responsible, and cooperative (Wentzel 1993) and that similar students’ characteristics are also positively related to students’ achievement (Casillas et al. 2012; Wentz”
Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools (2016, background): “This decline is especially concerning because low engagement in school is also an important risk factor for high school failure and dropout (Archambault, Janosz, Fallu, & Pagani, 2009; Casillas et al., 2012; Eccles, 2008; Wang & Fredricks, 2014).”
USING AND DOING SCIENCE: GENDER, SELF-EFFICACY, AND SCIENCE IDENTITY OF UNDERGRADUATE STUDENTS IN STEM (2014, background): “…in student development and are as good as cognitive factors (i.e., Scholastic Assessment Test scores or grade point average), if not more important in predicting student academic success in college (Allen et al., 2010; Casillas et al., 2012; Robbins et al., 2004; Tracey and Sedlacek, 1985, 1987).”
A Practical Measure of Student Motivation (2015, background): “In particular, students undergoing academic transitions often suffer the largest motivational declines, such as when transitioning to middle school (Eccles & Wigfield, 2000), high school (Casillas et al., 2012), or college (Silva & White, 2013).”
Motivation Interventions in Education (2016, background): “Casillas et al. (2012) found that motivation in middle school accounted for as much variance in high school GPA as middle school grades did for the nearly 4,700 students in their study. Unfortunately, declines in student motivation are a systemic problem in schools and threaten educational equity (N”
A Century of Grading Research (2016, unknown): “Casillas et al. (2012) examined the interrelationship among grades, standardized assessment scores, and a range of psychosocial characteristics and behavior.”
Academic performance of first-year university students: the influence of resilience and engagement (2018, background): “The emphasis amongst them varies according to authors (Casillas et al., 2012; Ukpong & George, 2013). Some researchers reported that gender had an influence on the academic performance of university students. Thus, Pirmohamed, Debowska, and Boduszek (2017) found that females reached higher academic ”
Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom (2017, background): “Poor performance in introductory and general education courses, especially those taken early in students’ academic career (e.g., middle school prealgebra or college-level general education courses), can have an especially salient impact on their academic trajectories (e.g., Casillas et al., 2012).”