Social-emotional factors affecting achievement outcomes among disadvantaged students: Closing the achievement gap

Bronwyn E. Becker, Suniya S. Luthar

Research output: Contribution to journalReview article

206 Scopus citations

Abstract

Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.

Original languageEnglish (US)
Pages (from-to)197-214
Number of pages18
JournalEducational Psychologist
Volume37
Issue number4
DOIs
StatePublished - 2002

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Social-emotional factors affecting achievement outcomes among disadvantaged students: Closing the achievement gap'. Together they form a unique fingerprint.

  • Cite this