Personal and social-contextual factors in K-12 academic performance: An integrative perspective on student learning

Educational Psychologist

Volumn 45, Issue 3, 2010, Pages 185-202

  Lee, Jihyun ^a,c   Shute, Valerie J ^b  

^a EDUCATIONAL TESTING SERVICE   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

^c NANYANG TECHNOLOGICAL UNIVERSITY   (Singapore)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77954705942     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520.2010.493471     Document Type: Article

References (114)

1. Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1993). First-grade classroom behavior: Its short- 1 - and long-term consequences for school performance. Child Development, 64, 801-814.
2. American Federation of Teachers. (2001). Making standards matter 2001. Washington, DC: Author.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman.
4. Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43-88.
5. Bempechat, J. (2004). The motivational benefits of homework: A social-cognitive perspective. Theory Into Practice, 43, 189-196.
6. Borkowski, J. G., Johnston, M. B., & Reid, M. K. (1986). Metacognition, motivation, and the transfer of control processes. In S. J. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (pp. 147-173). Hillsdale, NJ: Erlbaum.
7. Borkowski, J. G., & Krause, A. J. (1985). Metacognition and attributional beliefs. In Proceedings of the XXIII International Congress of Psychology (pp. 557-568). Amsterdam, The Netherlands: Elsivier Science.
8. Borkowski, J. G., Weyhing, R. S., & Carr, M. (1988). Effects of attributional retraining on strategy-based reading comprehension in learning disabled students. Journal of Educational Psychology, 80, 46-53.
9. Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83, 405-410.
10. Brown, B. B. (1990). Peer groups and peer culture. In S. S. Feldman & G. R. Elliot (Eds.), At the threshold: The developing adolescent (pp.171-196). Cambridge, MA: Harvard University Press.
11. Campbell, J. R., Voelkl, K. E., & Donahue, P. L. (1997). NAEP 1996 trends in academic progress (NCES Publication No. 97985r). Washington, DC: U.S. Department of Education.
12. Cardelle-Elawar, M. (1992). Effects of teaching metacognitive skills to students with low mathematics ability. Teaching & Teacher Education, 8, 109-121.
13. Carr, M., Borkowski, J. G., & Maxwell, S. E. (1991). Motivational components of underachievement. Developmental Psychology, 27, 108-118.
14. Chen, P., & Zimmerman, B. (2007). A cross-national comparison study on the accuracy of self-efficacy beliefs of middle-school mathematics students. The Journal of Experimental Education, 73, 221-244.
15. Claessens, B. J. C., van Eerde, W., Rutte, C. G., & Roe, R. A. (2007). A review of time management literature. Personnel Review, 36, 255-276.
16. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher-student matching and the assessment of teacher effectiveness. Journal of Human Resources, 41, 778-820.
17. Cohen, A. D. (2006). The coming of age of research on test-taking strategies. Language Assessment Quarterly, 3, 307-331.
18. Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159.
19. Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African-American youth: Context, self, action, and outcomes in school. Child Development, 65, 493-506.
20. Cool, V. A., & Keith T. Z. (1991). Testing a model of school learning: Direct and indirect effects on academic achievement. Contemporary Educational Psychology, 16, 28-44.
21. Cooper, H., Jackson, K., Nye, B., & Lindsay, J. J. (2001). A model of homework's influence on the performance evaluations of elementary school students. The Journal of Experimental Education, 69, 181-199.
22. Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76, 1-62.
23. CTB/Macmillan/McGraw-Hill. (1990). Comprehensive test of basic skills (4th ed.). Monterey, CA: Author.
24. Dole, J. A., & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33, 109-128.
25. Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16,939-944.
26. Eshel, V., & Kohavi, R. (2003). Perceived classroom control, self-regulated learning strategies, and academic achievement. Educational Psychology, 23,249-260.
27. Faber, J. E., Morris, J. D., & Lieberman, M. G. (2000). The effect of note taking on ninth grade students' comprehension. Reading Psychology, 21, 257-270.
28. Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22.
29. Fincham, F. D., Hokoda, A., & Sanders, R. (1989). Learned helplessness, test anxiety, and academic achievement: A longitudinal analysis. Child Development, 60, 138-145.
30. Finn, J. D. (2006). The adult lives of at-risk students: The role of attainment and engagement in high school (NCES 2006-328). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
31. Finn, J. D., & Cox, D. (1992). Participation and withdrawal among fourth-grade pupils. American Educational Research Journal, 29, 141-162.
32. Finn, J. D., Folger, J., & Cox, D. (1991). Measuring participation among elementary grade students. Educational and Psychological Measurement, 51,393-402.
33. Finn, J. D., & Pannozzo, G. M. (2004). Classroom organization and student behavior in kindergarten. The Journal of Educational Research, 98, 79-92.
34. Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221-234.
35. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.
36. Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. Developmental Psychology, 42, 698-713.
37. Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-507.
38. Goddard, R. D., Logerfo, L., & Hoy, W. K. (2004). High school accountability: The role of perceived collective efficacy. Educational Policy, 18, 403-425.
39. Gonzales,N.A.,Cauce,A.M.,Friedman,R.J.,& Mason,C.A.(1996).Family, peer, and neighborhood influences on academic achievement among African-American adolescents: One-year prospective effects. American Journal of Community Psychology, 24, 365-387.
40. Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. Kamil & P. Mosenthal (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.
41. Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement, The Elementary School Journal, 96, 527-549.
42. Hanushek, E. A., Kain, J. F., Markman, J. M., & Rivkin, S. G. (2001). Does peer ability affect student achievement? Journal of Applied Econometrics, 18,527-544.
43. Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99-136.
44. Hayes, J. R., & Flower, L. S. (1986). Writing research and the writer. American Psychologist, 41, 1106-1113.
45. Heck, R. H., Larsen, T. J., & Marcoulides, G. A. (1990). Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26, 94-125.
46. Hill, N. E., & Craft, S. A. (2003). Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families. Journal of Educational Psychology, 95, 74-83.
47. Hong, E., Sas, M., & Sas, J. C. (2006). Test-taking strategies of high and low mathematics achievers. The Journal of Educational Research, 99, 144-155.
48. Hoy, W. K., & Hannum, J. W. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33, 290-311.
49. Hoy, W. K., & Sabo, D. J. (1998). Quality middle schools: Open and healthy. Thousand Oaks, CA: Corwin.
50. Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools: The significance of collective efficacy. Educational Administration Quarterly, 38, 77-93.
51. Hoy, W. K., Tarter, C. J., & Bliss, J. R. (1990). Organizational climate, school health, and effectiveness: A comparative analysis. Educational Administration Quarterly, 26, 260-279.
52. Hoy, W. K., Tarter, C. J., & Kottkamp, R. (1991). Open schools/healthy schools: Measuring organizational climate. ThousandOaks, CA:Corwin.
53. Hyatt, R. (2003). Barriers to persistence among African American intercollegiate athletes: A literature review of non-cognitive variables. College Student Journal, 37, 260-275.
54. Ito, M., Horst, H., Bittanti, M., boyd, d., Herr-Stephenson, B., Lange, P. G., ... Robinson, L. (with Baumer, S., Cody, R., Mahendran, D., Martínez, K., Perkel, D., Sims, C., & Tripp, L.). (2008, November). Living and learning with new media: Summary of findings from the digital youth project (White paper). Chicago: The MacArthur Foundation. Retrieved from http://digitallearning.macfound.org/site/apps/nlnet/content2.aspx?c=enJLKQNlFiG&b=2108773&contentid=83F36A9D-A8DE-4496-B8F9-52C3C2416216¬oc=1
55. Izzo, C. V., Weissberg, R. P., Kaspro, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parental involvement in children's education and school performance. American Journal of Community Psychology, 27, 817-839.
56. Johnson, K. A. (2000). The peer effect on academic achievement among public elementary school students: A report of the heritage center for data analysis. Washington, DC: Heritage Foundation.
57. Keith, T. Z., Diamond-Hallam, C., & Goldenring-Fine, J. (2004). Longitudinal effects on in-school and out-of-school homework on high school grades. School Psychology Quarterly, 19, 187-211.
58. Keith, T. Z., Keith, P. B., Troutman, G. C., Bickley, P. G., Trivette, P. S., & Singh, K. (1993). Does parental involvement affect eighth-grade student achievement? Structural analysis of national data. School Psychology Review, 22, 474-496.
59. Kobayashi, K. (2006). Combined effects of note-taking/reviewing on learning and the enhancement through interventions: A meta-analytic review. Educational Psychology, 25, 459-477.
60. Kyllonen, P. C., Walters, A. M., & Kaufman, J. C. (2005). Noncognitive constructs and their assessment in graduate education: A review. Educational Assessment, 10, 153-184.
61. Lamborn, S., Mounts, N., Steinberg, L., & Dornbusch, S. (1991). Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 62, 1049-1065.
62. Leithwood, K., & Jantzi, D. (1999). The relative effects of principal and teacher sources of leadership on student engagement with school. Educational Administration Quarterly, 35, 679-706.
63. Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, 44, 529-561.
64. Lewis, A. B. (1989). Training students to represent arithmetic word problems. Journal of Educational Psychology, 81, 521-531.
65. Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97, 197-213.
66. Linnenbrink, E. A. (2006). Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educational Psychology Review, 18, 307-314.
67. Liu, O.L., Rijmen, F., MacCann, C., & Roberts, R. (2009). The assessment of time management in middle-school students. Personality and Individual Differences, 47, 174-179.
68. Lutz, S. L., Guthrie, J. T., & Davis, M. H. (2006). Scaffolding for engagement in elementary school reading instruction, The Journal of Education Research, 100, 3-20.
69. Ma, X., & Kishor, N.(1997).Attitudetowardself,socialfactors,andachievement in mathematics: A meta-analytic review. Educational Psychology Review, 9, 89-120.
70. Macan, T. H. (1994). Time management: Test of a process model. Journal of Applied Psychology, 79, 381-391.
71. Marchand, G., & Skinner, E. A. (2007). Motivational dynamics of children's academic help-seeking and concealment. Journal of Educational Psychology, 99, 65-82.
72. Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79, 327-365.
73. Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science, 26, 49-63.
74. Mullis, I. V. S., Martin, M. O., Smith, T. A., Garden, R. A., Gregory, K. D., Gonzalez, E. J.,... O'Connor, K. M. (2003). TIMSS assessment frameworks and specifications (2nd ed.). Chestnut Hill, MA: Boston College.
75. Newman, R. S. (2008). Adaptive and nonadaptive help seeking with peer harassment: An integrative perspective of coping and self-regulation. Educational Psychologist, 43, 1-15.
76. Newman, R. S., & Goldin, L. (1990). Children's reluctance to seek help with schoolwork. Journal of Educational Psychology, 82, 82-100.
77. Newman, R. S., & Schwager, M. T. (1995). Students help seeking during problem solving: Effects of grade, goal, and prior achievement. American Educational Research Journal, 32, 352-376.
78. Newmann, F., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11-39). New York, NY: Teachers College Press.
79. Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83-98.
80. Peverly, S. T., Ramaswamy, V., Brown, C., Sumowski, J., Alidoost, M., & Garner, J. (2007). What predicts skill in lecture note taking? Journal of Educational Psychology, 99, 167-180.
81. Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
82. Pokay, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82, 41-50.
83. Posner, J. K., & Vandell, D. L. (1999). After-school activities and the development of low-income urban children: A longitudinal study. Developmental Psychology, 35, 868-879.
84. Powell, C. L., & Jacob Arriola, K. R. (2003). Relationship between psychosocial factors and academic achievement among African American students. Journal of Educational Research, 96, 175-181.
85. Public Policy Institute of California. (2002). Relationships between class size reduction, new teachers, and student achievement. San Francisco, CA: Author.
86. Rice, M. E., & Schneidner, G. T. (1994). A decade of teacher empowerment: An empirical analysis of teacher involvement in decision making, 1980-1991. Journal of Educational Administration, 32, 43-58.
87. Robins, S., & Mayer, R. E. (1993). Schema training in analogical reasoning. Journal of Educational Psychology, 85, 529-538.
88. Rosenholtz, S. J. (1989). Teachers' workplace; the social organization of schools. New York, NY: Longman.
89. Rosenshine, B. (1997). Advances in research on instruction. In E. J. Lloyd, E. J. Kameanui, & D. Chard (Eds.), Issues in educating students with disabilities (pp. 197-221). Mahwah, NJ: Erlbaum.
90. Ryan, A. M. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72, 1135-1150.
91. Samson, G. E. (1985). Effects of training in test-taking skills on achievement test performance: A quantitative synthesis. Journal of Educational Research, 78, 261-266.
92. Schwinger, M., Steinmayr, R., & Spinath, B. (2009). How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence. Learning and Individual Differences, 19, 621-627.
93. Sedlacek, W. E. (2005). The case for noncognitive measures. In W. Camara & E. Kimmel (Eds.), Choosing students: Higher education admission tools for the 21st century (pp. 177-193). Mahwah, NJ: Erlbaum.
94. Shouse,R.(1998).Restructuring'simpactonstudentachievement:Contrasts by school urbanicity. Educational Administration Quarterly, 34, 677-699.
95. Shouse, R., Schneider, B., & Plank, S.(1992).Teacherassessmentsofstudent effort: Effects of student characteristics and school type. Educational Policy, 6, 266-288.
96. Sinatra, G. M. (2005). The "Warming Trend" in conceptual change research: The legacy of Paul R. Pintrich. Educational Psychologist, 40, 107-115.
97. Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school. Journal of Educational Psychology, 82, 22-32.
98. Smith, T. E. (1992). Time use and change in academic achievement: A longitudinal follow-up. Journal of Youth and Adolescence, 21, 725-746.
99. Stankov, L., & Lee, J. (2009). Dimensions of cultural differences: Pancultural, etic/emic and ecological approaches. Learning and Individual Differences, 19, 339-354.
100. Sweetland, S. R., & Hoy, W. K. (2000). School characteristics and educational outcomes: Toward an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36, 703-729.
101. Syvertsen, A. K., Flanagan, C. A., & Stout, M. D. (2009). Code of silence: Students' perceptions of school climate and willingness to intervene in a peer's dangerous plan. Journal of Educational Psychology, 101, 219-232.
102. Taylor, L. C., Clayton, J. D., & Rowley, S. J. (2004). Academic socialization: Understanding parental influences on children's school-related development in the early years. Review of General Psychology, 8, 163-178.
103. Uline, C. L., Miller, D. M., & Tschannen-Moran, M. (1998). School effectiveness: The underlying dimensions. Educational Administration Quarterly, 34, 462-483.
104. Urberg, K. A., Degirmencioglu, S. M., & Pilgrim, C. (1997). Close friend and group influence on adolescent cigarette smoking and alcohol use. Developmental Psychology, 33, 834-844.
105. Van Meter, P., Yokoi, L., & Pressley, M. (1994). College students' theory of note-taking derived from their perceptions of note-taking. Journal of Educational Psychology, 86, 323-338.
106. Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105, 294-318.
107. Walls, T. A., & Little, T. D. (2005). Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97, 23-31.
108. Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. Journal of Educational Research, 100,303-310.
109. Weiner, B. (2004). Attribution theory revisited: Transforming cultural plurality into theoretical unity. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited: Research on sociocultural influences on motivation and learning (Vol. 4, pp. 13-30). Greenwich, CT: Information Age.
110. Wigfield, A., & Eccles, J.S. (2002).Developmentofachievementmotivation. San Diego, CA: Academic Press.
111. Witzers, B., Bosker, R. J., & Kruger, M. L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39, 398-425.
112. Wolters, C. A. (1999). The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 3, 281-299.
113. Xu, J., & Corno, L. (2003). Family help and home work management reported by middle school students. The Elementary School Journal, 103, 503-517.
114. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 21, 3-17.