Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being

Proceedings of the National Academy of Sciences of the United States of America

Volumn 116, Issue 33, 2019, Pages 16286-16291

  Borman, Geoffrey D ^a   Rozek, Christopher S ^b   Pyne, Jaymes ^c   Hanselman, Paul ^d  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b STANFORD UNIVERSITY   (United States)

^c STANFORD UNIVERSITY   (United States)

^d UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Academic achievement; Educational intervention; Middle school transition; Social belonging; Student engagement

Indexed keywords

ACADEMIC ACHIEVEMENT; ADOLESCENCE; ARTICLE; CHILD; CONTROLLED STUDY; DOUBLE BLIND PROCEDURE; DRAWING; EXPERIMENTAL STUDY; HUMAN; HUMAN EXPERIMENT; MAJOR CLINICAL STUDY; MALE; MIDDLE SCHOOL STUDENT; WELLBEING; ACADEMIC SUCCESS; ADOLESCENT; AFRICAN AMERICAN; AMERICAN INDIAN; ATTITUDE; FEMALE; HISPANIC; MINORITY GROUP; PSYCHOLOGY; SCHOOL; SOCIAL ADAPTATION; SOCIAL ENVIRONMENT; STUDENT;

ACADEMIC SUCCESS; ADOLESCENT; AFRICAN AMERICANS; ATTITUDE; CHILD; FEMALE; HISPANIC AMERICANS; HUMANS; INDIANS, NORTH AMERICAN; MALE; MINORITY GROUPS; SCHOOLS; SOCIAL ADJUSTMENT; SOCIAL ENVIRONMENT; STUDENTS;

EID: 85070590471     PISSN: 00278424     EISSN: 10916490     Source Type: Journal    
DOI: 10.1073/pnas.1820317116     Document Type: Article

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