How School and Home Contexts Impact the School Adjustment of Adolescents from Different Ethnic and SES Backgrounds During COVID-19 School Closures
暂无分享,去创建一个
[1] F. Witlox,et al. Income and commute satisfaction: On the mediating roles of transport poverty and health conditions , 2022, Travel Behaviour and Society.
[2] Rhiannon N. Turner,et al. Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement , 2022, The British journal of educational psychology.
[3] Matthew J. Easterbrook,et al. Socioeconomic and gender inequalities in home learning during the COVID-19 pandemic: examining the roles of the home environment, parent supervision, and educational provisions , 2022, Educational and Developmental Psychologist.
[4] P. Titzmann,et al. Home-learning during COVID-19: The psychological adjustment of minority and majority adolescents. , 2021, School psychology.
[5] Esther Ariyo,et al. Socio-demographic determinants of children home learning experiences during COVID 19 school closure , 2021, International Journal of Educational Research Open.
[6] Xavier Bonal,et al. COVID‐19 school closures and cumulative disadvantage: Assessing the learning gap in formal, informal and non‐formal education , 2021, European journal of education.
[7] Aryn M. Dotterer,et al. Longitudinal Changes in Adolescents’ School Bonding During the COVID‐19 Pandemic: Individual, Parenting, and Family Correlates , 2021, Journal of research on adolescence : the official journal of the Society for Research on Adolescence.
[8] K. Salmela‐Aro,et al. Adolescents' Longitudinal School Engagement and Burnout Before and During COVID‐19—The Role of Socio‐Emotional Skills , 2021, Journal of research on adolescence : the official journal of the Society for Research on Adolescence.
[9] S. Branje,et al. The Impact of the COVID‐19 Pandemic on Adolescent Emotional, Social, and Academic Adjustment , 2021, Journal of research on adolescence : the official journal of the Society for Research on Adolescence.
[10] A. Gentzler,et al. Risk and Protective Factors for Changes in Adolescent Psychosocial Adjustment During COVID‐19 , 2021, Journal of research on adolescence : the official journal of the Society for Research on Adolescence.
[11] A. V. van Duijvenvoorde,et al. Parental Support and Positive Mood Buffer Adolescents’ Academic Motivation During the COVID‐19 Pandemic , 2021, Journal of research on adolescence : the official journal of the Society for Research on Adolescence.
[12] Katherine E. Smith,et al. The Unequal Pandemic: COVID-19 and Health Inequalities , 2021 .
[13] C. Bambra,et al. The Unequal Pandemic , 2021 .
[14] A. Bowen,et al. Lessons learnt during the COVID‐19 pandemic: Why Australian schools should be prioritised to stay open , 2021, Journal of paediatrics and child health.
[15] M. Chrisman,et al. Resources Needed for Education and Meal Programs by Urban Schoolteachers and Staff During the 2019 Coronavirus Pandemic , 2021, The Journal of school health.
[16] Elizabeth A. Stormshak,et al. Adolescent measures of family socioeconomic status: Reliability, validity, and effects on substance use behaviors in adolescence and young adulthood , 2021, Preventive medicine reports.
[17] E. Crone,et al. Perceived stress as mediator for longitudinal effects of the COVID-19 lockdown on wellbeing of parents and children , 2020, Scientific Reports.
[18] K. Deaux,et al. How Diversity Approaches Affect Ethnic Minority and Majority Adolescents: Teacher-Student Relationship Trajectories and School Outcomes. , 2020, Child development.
[19] K. Verschueren,et al. Adolescents' engagement trajectories in multicultural classrooms: The role of the classroom context , 2020, Journal of Applied Developmental Psychology.
[20] K. Asbury,et al. ‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown , 2020, The British journal of educational psychology.
[21] C. Schultz. COVID-19 School Closures , 2020 .
[22] John J. Dziak,et al. The interpretation of statistical power after the data have been gathered , 2018, Current Psychology.
[23] Ariel M. Aloe,et al. INTERPRETING EFFECT SIZES , 2019, The Handbook of Research Synthesis and Meta-Analysis.
[24] Tuncay Ergene,et al. School adjustment of first-grade primary school students: Effects of family involvement, externalizing behavior, teacher and peer relations. , 2019, Children and youth services review.
[25] M. Bujang,et al. A Review on Sample Size Determination for Cronbach’s Alpha Test: A Simple Guide for Researchers , 2018, The Malaysian journal of medical sciences : MJMS.
[26] Helga A. G. de Valk,et al. School trajectories of the second generation of Turkish immigrants in Sweden, Belgium, Netherlands, Austria, and Germany: The role of school systems , 2018, International Journal of Comparative Sociology.
[27] C. Suárez-Orozco,et al. An Integrative Risk and Resilience Model for Understanding the Adaptation of Immigrant-Origin Children and Youth , 2018, The American psychologist.
[28] M. Syed,et al. Invisibility of Racial/Ethnic Minorities in Developmental Science: Implications for Research and Institutional Practices , 2018, The American psychologist.
[29] Anthony F. Heath,et al. Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU) - Full version. Data file for on-site use , 2017 .
[30] P. Svedberg,et al. The validity of socioeconomic status measures among adolescents based on self-reported information about parents occupations, FAS and perceived SES; implication for health related quality of life studies , 2016, BMC Medical Research Methodology.
[31] K. Verschueren,et al. The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement. , 2015, The British journal of educational psychology.
[32] Emmanuelle Santelli,et al. The educational supports of parents and siblings in immigrant families , 2015 .
[33] Penny Van Bergen,et al. Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes , 2015 .
[34] Paul J. C. Adachi,et al. Interpreting effect sizes when controlling for stability effects in longitudinal autoregressive models: Implications for psychological science , 2015 .
[35] Lao Juan,et al. Development and Validation of a Scale for Measuring Instructors' Attitudes toward Concept-Based or Reform-Oriented Teaching of Introductory Statistics in the Health and Behavioral Sciences , 2010, 1007.3219.
[36] A. Heath,et al. Unequal Attainments: Ethnic educational inequalities in ten Western countries , 2014 .
[37] S. Graham,et al. The antecedents and consequences of racial/ethnic discrimination during adolescence: does the source of discrimination matter? , 2013, Developmental psychology.
[38] A. Fuligni,et al. A longitudinal study of school belonging and academic motivation across high school. , 2013, Child development.
[39] Maja O’Connor. LONGITUDINAL STUDY , 2013 .
[40] J. Willett,et al. The assessment of school engagement: examining dimensionality and measurement invariance by gender and race/ethnicity. , 2011, Journal of school psychology.
[41] F. Oort,et al. The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement , 2011 .
[42] T. Kindermann,et al. A Motivational Perspective on Engagement and Disaffection , 2009 .
[43] Esther Thelen,et al. Dynamic Systems Theories , 2007 .
[44] Kenneth H. Rubin,et al. Peer Interactions, Relationships, and Groups , 2007 .
[45] K. P. Kelly,et al. The Perceived Ethnic Discrimination Questionnaire: Development and Preliminary Validation of a Community Version , 2005 .
[46] A. J. Batista-Leyva,et al. On the interpretation of , 2004 .
[47] Craig K. Enders,et al. The Relative Performance of Full Information Maximum Likelihood Estimation for Missing Data in Structural Equation Models , 2001 .
[48] E. Epel,et al. Relationship of subjective and objective social status with psychological and physiological functioning: preliminary data in healthy white women. , 2000, Health psychology : official journal of the Division of Health Psychology, American Psychological Association.
[49] D. J. Hernandez,et al. Children of Immigrants , 1999 .
[50] H. McAdoo,et al. An integrative model for the study of developmental competencies in minority children. , 1996, Child development.
[51] C. Goodenow. The psychological sense of school membership among adolescents: Scale development and educational correlates , 1993 .
[52] T. Heatherton,et al. Development and validation of a scale for measuring state self-esteem. , 1991 .