Adolescent Achievement: Relative Contributions of Social Emotional Learning, Self-Efficacy, and Microsystem Supports

Autor/inn/en	Fairless, Meghan E.; Somers, Cheryl L.; Goutman, Rachel L.; Kevern, Carla A.; Pernice, Francesca M.; Barnett, Douglas
Titel	Adolescent Achievement: Relative Contributions of Social Emotional Learning, Self-Efficacy, and Microsystem Supports
Quelle	In: Education and Urban Society, 53 (2021) 5, S.561-584 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Somers, Cheryl L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124520962085
Schlagwörter	Academic Achievement; Social Emotional Learning; Self Efficacy; Social Support Groups; High School Students; Predictor Variables; Urban Schools; Parent Participation; Educational Environment; Peer Relationship; Parent Student Relationship; Teacher Student Relationship; Michigan + Suchen Sie Ihr Suchwort? Schulleistung; Self-efficacy; Selbstwirksamkeit; Social support; Soziale Unterstützung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elternmitwirkung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study examined the role of select intrapersonal and microsystem factors in high school adolescents' academic achievement. A combination of factors, derived from an ecological framework, were hypothesized to be unique in their ability to explain greater proportions of variance in academic achievement in adolescents. Participants included 379 high school students (176 males, 193 females) from a mid-western high school in a large metropolitan area with a 53% poverty rate that enrolls approximately 1,500 students. A variety of variables emerged as significant predictors of academic achievement, with social emotional learning, self-efficacy, socio-economic status, parental involvement, peer support, and teacher support all explaining significant proportions of variance in achievement, and some to stronger degrees than others. This lends support to the notion that learning is shaped by a myriad of ecological factors. These findings are discussed with regard to their usefulness in understanding ways in which to target each of the investigated variables to ultimately increase academic achievement in adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01