Turning around Reading Achievement: Predictors of High School Students' Academic Resilience.

By Elise Cappella, Rhona S Weinstein. 2001

98 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f58b608ba4844680207e1b96ed3964a1604246dd

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In Clinical Psychology

Citations in the corpus

Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs (2009, background): “Because the proximal factors are generally considered to be more manipulable and amenable to intervention (Cappella & Weinstein, 2001 ), these have been the focus of our own work on academic buoyancy (Martin & Marsh, 2006 , 2008a , b ).”
The effects of resilience in learning variables on mathematical literacy performance: a study of learning characteristics of the academic resilient and advantaged low achievers in Shanghai, Singapore, Hong Kong, Taiwan and Korea (2017, unknown): “…factors affecting academic resilience in adolescents were hot topics for research in Western economies (see, for example, Benard, 1993; Bruce, 1995; Cappella & Weinstein, 2001; Henderson & Milstein, 1996; Howard, Dryden, & Johnson, 1999; Krovetz, 1999; Masten, Best, & garmezy, 1990; OECD, 2010b,…”
Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. (2012, background): “…who express more positive views about themselves, their abilities, and their thoughts about the future earn higher grades than students with more pessimistic views (e.g., Capella & Weinstein, 2001; Dweck, 2002; Lounsbury, Sundstrom, Loveland, & Gibson, 2003; Skinner, Wellborn, & Connell, 1990).”
Degrees of resilience: profiling psychological resilience and prospective academic achievement in university inductees (2014, unknown): “…and support from parents and teachers (Bryan, 2005; Mullis, Rathge, & Mullis, 2003; Prince-Embury, 2008); each has been linked to academic success (Capella & Weinsten, 2001; Doll, Jones, Osborn, Dooley, & Turner, 2011; Esquivel, Doll, & Oades-Sese, 2011; Gonzalez & Padilla, 1997; Martin & Marsh,…”
Academic buoyancy: Towards an understanding of students' everyday academic resilience. (2008, background): “Because the proximal factors are generally considered to be more manipulable and amenable to intervention (Cappella & Weinstein, 2001), these are the focus of the present study.”
Using Parcels to Convert Path Analysis Models Into Latent Variable Models (2005, methodology): “In many of the studies reviewed, the researchers used total scale scores in a path analysis model when they could have used parcels as indicators in a latent variable model (e.g., Cappella & Weinstein, 2001; Chan, Schmitt, DeShon, Clause, & Delbridge, 1997; Gong, Shenkar, Luo, & Nyaw, 2001; Hill &”
Connection and Regulation at Home and in School (2004, background): “Previous research has linked completion of advanced coursework and enrollment in rigorous academic tracks with higher achievement during high school (e.g., Cappella & Weinstein, 2001).”