(Q48148449)

9 February 2018

title

Classroom context, school engagement, and academic achievement in early adolescence (English)

1 reference

9 February 2018

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Aryn M Dotterer

1

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9 February 2018

Katie Lowe

series ordinal

2

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9 February 2018

publication date

13 March 2011

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9 February 2018

Journal of Youth and Adolescence

published in

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9 February 2018

volume

40

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9 February 2018

issue

12

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9 February 2018

page(s)

1649-1660

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9 February 2018

Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes

cites work

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

Educational risk and resilience in African-American youth: context, self, action, and outcomes in school

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

Intrinsic motivation and self-determination in human behavior

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

The Development and Correlates of Academic Interests from Childhood through Adolescence

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

Academic success among students at risk for school failure

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

School Engagement: Potential of the Concept, State of the Evidence

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

Teacher-Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

Continuity and Change in Early School Engagement: Predictive of Children's Achievement Trajectories from First to Eighth Grade?

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

A comparison of methods to test mediation and other intervening variable effects

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

The influence of high school dropout and school disengagement on the risk of school-age pregnancy

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

Infant-mother attachment classification: risk and protection in relation to changing maternal caregiving quality

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

Missing data: our view of the state of the art

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

Effects of aggression on achievement: does conflict with the teacher make it worse?

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS10964-011-9647-5

Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment?

21 January 2018

1 reference

PubMed

https://pubmed.ncbi.nlm.nih.gov/21400208

inferred from PubMed ID database lookup

12 December 2020

based on heuristic

Identifiers

DOI

10.1007/S10964-011-9647-5

1 reference

9 February 2018

1 reference

9 February 2018