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1.
Rebecca D. Taylor Allison B. Dymnicki 《Journal of educational and psychological consultation》2013,23(2-3):225-231
In Building Academic Success on Social and Emotional Learning: What does the Research Say? Zins and his colleagues presented a new way to conceptualize the impact of social and emotional learning programs on students' school success by broadening the concept to include students' attitudes, behaviors, and performance. To build on Zins' ideas, we (a) briefly review research examining the impact of 262 social and emotional learning (SEL) programs on a number of outcomes that assessed school attitudes, behaviors, and performance; and (b) suggest additional avenues for research of SEL interventions. 相似文献
2.
J. E. Janney 《Journal of Experimental Education》2013,81(3):203-205
The importance of students' sense of school belonging for many adaptive outcomes is becoming well established; however, few researchers have focused on college-aged populations. In this study, the authors examined associations between undergraduate students' sense of class belonging and their academic motivation in that class, their sense of class belonging and perceptions of their instructors' characteristics, and their class and campus-level sense of belonging. They distributed questionnaires to students at a southeastern university; freshmen (N = 238) completed the questionnaire. The authors found associations between (a) students' sense of class belonging and their academic self-efficacy, intrinsic motivation, and task value; (b) students' sense of class-level belonging and their perceptions of instructors' warmth and openness, encouragement of student participation, and organization; and (c) students' sense of university-level belonging and their sense of social acceptance. The authors found smaller effects on students' sense of university-level belonging for faculty pedagogical caring and for class-level sense of belonging. 相似文献
3.
Social skills are important to the successful social and academic functioning of all students and play a significant role in avoiding or preventing negative responses from others. Social skills also are important aspects of effective schools. In this article, we emphasize the assessment and intervention of the academic side of social skills. That is, we examine the role that social skills play in facilitating individuals' learning and creation of a school environment where others can feel supported and motivated to learn. As a basis for this examination, we first review several key studies documenting interrelations among social skills and academic competence. Next, we briefly review current assessment practices focusing on rating scale methods for documenting students' social skills and perceptions of social support. Finally, we introduce an instructional approach called the Responsive Classroom (Charney, 1992) that has been shown to advance the development of elementary and middle school students' social skills and academic achievement, and result in supportive school environments for learners and teachers. We conclude with recommendations for researchers and practitioners to continue to consider the strong interrelations among social skills, academic functioning, and social support when working with all students in elementary and middle schools. 相似文献
4.
《The Journal of educational research》2012,105(3):175-181
Abstract The authors of this cross-sectional study used surveys based on the noncognitive model of W. E. Sedlacek and C. G. Brooks (1976) to determine psychosocial factors associated with African American students' high school achievement Psychosocial variables explored included community service, academic motivation, social support, and students' methods of handling unfair treatment. Results showed that after gender and absenteeism were controlled for, only the method of handling unfair treatment was positively associated with grade point average (GPA), p < .05. Those findings suggest that students who talk to others about being treated unfairly instead of keeping it to themselves are more likely to have higher GPAs; the findings also have important implications for individuals involved in the counseling and education of high school students. Sedlacek and Brooks's model provides an effective guide for predicting academic achievement and for developing programs to improve academic achievement among students of color. Further research is needed into psychosocial factors and their effects on academic achievement. 相似文献
5.
We highlight major themes emerging from the articles in this special issue. These themes include (a) the importance of theoretical frameworks and clearly defined constructs for guiding the development of interventions, (b) a consideration of intervention effects on ethnic minority children, (c) the importance of positive social interactions and relationships among teachers and peers in school as a foundation for students' adjustment to and achievement in school, (d) the need for intervention programs to use strong research designs and measures to test their effectiveness, and (e) the importance of considering developmental issues when designing interventions. Issues with respect to each theme are discussed. 相似文献
6.
Saundra Murray Nettles Wilfridah Mucherah Dana S. Jones 《Journal of Education for Students Placed at Risk》2013,18(1-2):47-60
Using the resilience literature as a theoretical framework, this article discusses research on the influence of social resources such as parent, teacher, and school support on the resilient outcomes of children and adolescents. Findings from several projects conducted at the Center for Research on the Education of Students Placed At Risk indicate that access to social resources such as caring parents who have high expectations for their children and are involved in their children's schooling, participation in extracurricular activities (e.g., after-school sports), and supportive relationships with teachers have positive benefits for students' academic performance. This article also reports results that show children's perceived exposure to violence has significant negative effects on their mathematics and reading performance on a standardized exam. The findings demonstrate the importance of social resources and highlight the need for effective programs of intervention. 相似文献
7.
Reducing Aggressive Behavior and Increasing Motivation in School: The Evolution of an Intervention to Strengthen School Adjustment 总被引：1，自引：0，他引：1
The pervasive links between problem behaviors and school adjustment suggest that effective intervention programs to enhance school adjustment must focus both on decreasing the motivation to aggress and increasing the motivation to achieve. We describe a program of intervention research to improve social behavior and academic motivation in elementary school students organized around principles of attribution theory. Our intervention curriculum initially focused on reducing children's aggression and was then expanded to include enhancing personal responsibility. A series of efficacy and effectiveness studies have demonstrated that children's attributions in both the social and academic domains can be changed with cost-effective, educational strategies. These changes in children's cognitions have reliably produced positive changes in behavior. We conclude with a discussion of the implications of our work for the design of effective interventions. 相似文献
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9.
Kristopher M. Goodrich Karla V. Kingsley Carlos LópezLeiva Douglas Daugherty 《The Teacher Educator》2013,48(3):211-229
Lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, and ally (LGBTQQIAA) students are not commonly discussed in teacher education programs. Issues related to LGBTQQIAA learners need to be addressed in schools and in teacher education programs. Extant research shows that LGBTQQIAA students often face hostile school climates, with few resources and little support, which can lead to higher levels of absence and truancy, lower levels of academic achievement, and numerous negative health outcomes. This article uses autoethnographic methods to examine the experiences of an activist group working with preservice teachers, teacher educators, and other social justice advocates on a long-term service project for undergraduate teacher candidates aimed at increasing recognition of and giving voice to K—12 LGBTQQIAA students' experiences. Issues related to agency and resistance are addressed, and implications for teacher preparation programs are discussed. 相似文献
10.
It is widely postulated that school context characteristics and sex may influence students' motivational orientations. However, relatively little empirical evidence exists to support this postulate. Hence the present study sought to examine both the individual and interactive effects of school and sex differences on students' motivational goals. Participants were 602 middle school students. The effects of school and sex on three academic and five social goals were examined. Results suggest that school and (to a lesser extent) sex differences, as well as the interaction between the two, significantly influence students' motivational orientations. Results are discussed and interpreted within the framework of motivation psychology. 相似文献
11.
This commentary on articles in this special issue of Psychology in the Schools discusses the importance of school completion by identifying the individual and social costs associated with youths who fail to complete school. An appreciation of these various costs sets the stage for exploring an “emerging” key to school completion—engaging students in school and learning. A brief review of articles in this special issue directs attention toward various aspects of engagement, including conceptual insight and practical interventions. © 2008 Wiley Periodicals, Inc. 相似文献
12.
Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross‐lagged panel model was applied to academic track and nonacademic track fifth grade students (N = 396) to test whether intrinsic reading motivation and reading competence are reciprocally related depending on the students' achievement level (indicated by school track affiliation). According to expectations, the cross‐lagged effect of intrinsic reading motivation on reading competence was only significant for academic track students. In the nonacademic track group, neither the effect of intrinsic reading motivation on reading competence nor the reverse effect proved to be significant. Thus, the nature of the relation between intrinsic reading motivation and reading competence seems to depend on students' school track affiliation. 相似文献
13.
Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning 
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下载免费PDF全文 Choice plays a critical role in promoting students' intrinsic motivation and deep engagement in learning. Across a range of academic outcomes and student populations, positive impacts have been seen when student autonomy is promoted through meaningful and personally relevant choice. This article presents a theoretical perspective on the motivational role of choice in learning, based on self‐determination theory. Theoretical principles and current research on student motivation and engagement are described. Conditions under which choice promotes students' intrinsic motivation are then presented. 相似文献
14.
We discuss ways in which aspects of academic and social motivation interact to influence student's academic performance. Research on academic and social motivational constructs is reviewed, focusing on students' ability and efficacy beliefs, control beliefs, achievement values, and achievement goal orientations. Relations between academic and social motivational processes are discussed, as well as how motivational processes from both domains might interact to influence academic outcomes. We also discuss motivation from the perspective of contextual factors and school socialization processes that have the potential to influence student motivation and subsequent performance. In this regard, teachers' instructional practices and interpersonal relationships with students are highlighted as potentially powerful factors influencing student motivation and performance. 相似文献
15.
Elisabeth E. Kraemer Susan C. Davies Kelli Jo Arndt Sawyer Hunley 《Psychology in the schools》2012,49(2):163-175
Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class‐wide positive behavior support programs. The Mystery Motivator and Get 'Em On Task interventions were implemented in an alternating treatments design with fifth grade participants to decrease off‐task behaviors. Results indicated that both interventions effectively decreased off‐task behavior at the class‐wide level. Implications and suggestions for future research on evidence‐based behavioral interventions are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
16.
This article examines the impact of an adjunct English language tutorial program on the academic performance of first‐year Architecture students. With increasing numbers of international students enrolling in Australian universities, language and academic skills programs have shifted from generic to more discipline‐specific models; however, there has been little research on the effects of these programs on ESL students' academic performance. This study uses a mixed‐method approach to evaluate the effectiveness of an English as a second language (ESL) intervention program. Findings indicate that students value a highly discipline‐specific approach to language and academic skills support and that regular participation in a content‐based ESL program can lead to positive learning outcomes for students. Preliminary findings also suggest that there are positive longer‐term benefits on students' academic outcomes. The authors suggest the need for longitudinal studies on the impact of discipline‐based programs for ESL students. 相似文献
17.
The purpose of this study was to examine whether parent and teacher support for basic psychological needs (i.e., autonomy, competence and relatedness), students' reciprocal friendships, and academic motivation assessed in Grade 10 (N = 624) could predict dropping out of high school two years later in Grade 12. Results revealed that reciprocal friendships contributed to the prediction of dropping out of high school, above and beyond the effects of academic motivation, or parent and teacher support for basic psychological needs. Although parent support for basic psychological needs appeared to be the most significant predictor of academic motivation and dropping out of high school, results suggested that reciprocal friendships represented an important factor that affect both motivation and persistence. Most specifically, our findings demonstrated that a lack of reciprocal friendships had detrimental effects on these aforementioned processes, whereas having reciprocal friendships lead to favorable outcomes. 相似文献
18.
《Journal of research on educational effectiveness》2013,6(3):334-363
ABSTRACTThis article examines the impacts of Opportunity New York City–Family Rewards, the first holistic conditional cash transfer (CCT) program evaluated in the United States, on parental financial investments in children, and high school students' academic time use, motivations and self-beliefs, and achievement outcomes. Family Rewards, launched by the Center for Economic Opportunity in the Mayor's Office of the City of New York in 2007 and codesigned and evaluated by MDRC, offered cash assistance to low-income families conditioned on family investments in three areas: children's education, family preventive health care, and parents' employment. Results that rely on a random assignment design find that Family Rewards resulted in statistically significant increases in parental spending and saving on education for all students, and increased savings for those students most academically prepared at baseline and for girls, as well as statistically significant increases in academic time use and achievement outcomes for these same academically prepared students. There were no impacts on student motivations and self-beliefs. Implications are discussed for conditional cash transfer programs as well as for interventions targeting high-risk children and families. 相似文献
19.
Providing information about how 1st-year students learn may help colleges plan actions aimed at increasing students' persistence in higher education programs. This research aims to assess 1st-year students' academic performance, using a path analysis to establish inter-correlations among students' personality traits, learning patterns, high school achievement, and objectively measured outcomes. Participants included 509 freshmen from different academic disciplines. Results show a causality relations model in which Conscientiousness positively influences Sequential and Precise learning patterns as well as academic performance. The path model also confirms Extraversion as a negative antecedent of the Technical learning pattern. It is argued that knowing students is a primary step to putting them in a position to become an active part of the learning process. 相似文献
20.
The impact of summer science‐enrichment programs on high‐school students' science motivation and confidence was evaluated in a 7‐month period following program completion. The programs took place on a college campus. The splashdown effect was defined as program‐related changes the program graduates recognized in themselves that became apparent to them after reentry to their home high school. The effect was studied in a group of 88 gifted girls and boys from 38 high schools. On qualitative and quantitative measures obtained during private interviews, students reported a strong splashdown effect after returning to their high school. Results supported the validity of the splashdown concept. Splashdown motivation and splashdown confidence (i.e., recognition of program‐related gains in motivation and confidence that occurred after high‐school reentry) predicted change in corresponding science attitudes during the follow‐up period. As predicted by social comparison theory, the intensity of the splashdown effect was associated with average school achievement in the student's home high school. Students from academically weaker schools reported stronger splashdown effects. Implications for enhancing and evaluating the effect of science‐enrichment programs on students' science attitudes are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 359–375, 2005 相似文献