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

Bronwyn E. Becker, Suniya Luthar

Research output: Contribution to journalArticle

190 Citations (Scopus)

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
StatePublished - Sep 2002
Externally publishedYes

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Vulnerable Populations
Students
Administrative Personnel
Mental Health
Learning
Education
Research

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

Social-emotional factors affecting achievement outcomes among disadvantaged students : Closing the achievement gap. / Becker, Bronwyn E.; Luthar, Suniya.

In: Educational Psychologist, Vol. 37, No. 4, 09.2002, p. 197-214.

Research output: Contribution to journalArticle

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