Relevant bibliographies by topics / Psychology. Academic achievement. Middle school students Middle school students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Psychology. Academic achievement. Middle school students Middle school students'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Psychology. Academic achievement. Middle school students Middle school students"

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Sink, Christopher A., Jerrold E. Barnett, and Becky A. Pool. "Perceptions of Scholastic Competence in Relation to Middle-School Achievement." Perceptual and Motor Skills 76, no. 2 (April 1993): 471–78. http://dx.doi.org/10.2466/pms.1993.76.2.471.

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This follow-up study examined the role of affective variables in predicting academic achievement among middle-school students. In a 1991 study, Sink, Barnett, and Hixon found moderate to strong correlations among self-perceived competence scores, teachers' ratings of students' competence, and Grade 6 achievement. To extend these findings, Grade 7 teachers' ratings, parents' ratings of students' academic competence, and seventh grade achievement test scores were collected from the same sample. Similar positive correlations were found between the students' academic self-concept and achievement in Grades 6 and 7. Parents' and teachers' ratings yielded moderate correlations with academic achievement. Step-wise multiple regression analyses showed teachers' perceptions and fathers' perceptions to be the strongest predictors of Grade 7 students' achievement in three of the four subject areas tested. These results underscore the stability and the importance of affective variables in understanding and predicting middle-school academic performance.
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Senler, Burcu, and Semra Sungur. "Parental Influences on Students' Self-Concept, Task Value Beliefs, and Achievement in Science." Spanish journal of psychology 12, no. 1 (May 2009): 106–17. http://dx.doi.org/10.1017/s1138741600001529.

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The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.
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Hixon, Jon E. "Assessing Similarity and Middle-School Students' Self-Perceived Academic Competence." Perceptual and Motor Skills 76, no. 3 (June 1993): 874. http://dx.doi.org/10.2466/pms.1993.76.3.874.

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An index of similarity can measure absolute agreement between pairs (e.g., student-teacher, student-parent, student-peer) on corresponding self-report items related to perceived academic competence. Differing similarity between pairs may affect middle-school students' self-perception of actual scholastic competence and achievement.
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Montague, Marjorie, Craig Enders, and Marcelo Castro. "Academic and Behavioral Outcomes for Students at Risk for Emotional and Behavioral Disorders." Behavioral Disorders 31, no. 1 (November 2005): 84–94. http://dx.doi.org/10.1177/019874290503100106.

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The purpose of this study is to describe academic and behavioral outcomes for adolescents who were identified when they were in kindergarten and first grade as being at risk for developing emotional and behavioral disorders. Results indicated that primary school academic achievement and teacher ratings of academic competence were highly predictive of middle school reading achievement and moderately predictive of math achievement. Teacher ratings of behavior across time were consistent and reliable, and behavioral ratings by primary school teachers were predictive of students' behavioral ratings by middle school teachers. These findings suggest that young students with academic and behavioral problems continue to display problems into adolescence, placing them at serious risk for school failure and dropping out. Results have implications for early identification and prevention/intervention programs for at-risk students.
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Sink, Christopher A., Jerrold E. Barnett, and Jon E. Hixon. "Self-Regulated Learning and Achievement by Middle-School Children." Psychological Reports 69, no. 3 (December 1991): 979–89. http://dx.doi.org/10.2466/pr0.1991.69.3.979.

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The relationship of self-regulated learning to the achievement test scores of 62 Grade 6 students was studied. Generally, the metacognitive and affective variables correlated significantly with teachers' grades and standardized test scores in mathematics, reading, and science. Planning and self-assessment significantly predicted the six measures of achievement. Step-wise multiple regression analyses using the metacognitive and affective variables largely indicate that students' and teachers' perceptions of scholastic ability and planning appear to be the most salient factors in predicting academic performance. The locus of control dimension had no utility in predicting classroom grades and performance on standardized measures of achievement. The implications of the findings for teaching and learning are discussed.
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Moore, Joann L., Jason D. Way, Alex Casillas, Jeremy Burrus, Jeff Allen, and Mary Ann Hanson. "Effects of Psychosocial Characteristics of Middle School Students on High School Grades and On-Time Graduation." European Journal of Psychological Assessment 32, no. 1 (January 2016): 75–83. http://dx.doi.org/10.1027/1015-5759/a000334.

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Abstract. Research has shown that psychosocial factors (PSFs) have a positive impact on high school outcomes, including grades and persistence. However, few longitudinal studies have examined the nature of these relationships. We report on a longitudinal study of middle school students followed through high school completion. We found that high school GPA mediates the effects of prior academic achievement, demographics, and most PSFs on on-time high school graduation. A measure of self-regulation had a significant direct effect on on-time graduation. The results underscore the importance of PSFs in predicting academic outcomes, even after accounting for prior achievement and demographics. Implications of examining PSFs early in students’ academic progression are discussed.
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Motti-Stefanidi, Frosso, Ann Masten, and Jens B. Asendorpf. "School engagement trajectories of immigrant youth." International Journal of Behavioral Development 39, no. 1 (May 7, 2014): 32–42. http://dx.doi.org/10.1177/0165025414533428.

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We examined behavioral school engagement trajectories of immigrant and non-immigrant early adolescents in relation to their academic achievement. Data were based on teacher judgments and school records. Students from immigrant families living in Greece and their non-immigrant classmates ( N = 1057) were assessed over the three years of middle school (ages 13 to 15). Academic achievement influenced later school engagement more strongly than vice versa for both immigrant and non-immigrant students. Low achievement, being an immigrant student and social adversity were found to be risk factors for the initial level of behavioral engagement. An overall increase in students’ absenteeism over the course of the study was stronger for immigrant students. The immigrant status effect was due to immigrant students’ lower achievement. The results suggest that immigrant youth may disengage from school to protect themselves from academic failure. This would also be a plausible explanation for earlier findings that immigrant and non-immigrant students do not differ in psychological well-being, even though immigrant students have significantly lower academic achievement. Implications for interventions to promote academic achievement and to prevent disengagement in immigrant students are discussed.
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Afacan, Kemal, and Kimber L. Wilkerson. "The Effectiveness of Behavior-Focused Alternative Middle Schools for Students With Disabilities." Behavioral Disorders 45, no. 1 (May 27, 2019): 41–52. http://dx.doi.org/10.1177/0198742919846619.

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Behavior-focused alternative schools serve students who are identified by school personnel as exhibiting behavior difficulties, often coupled with low academic achievement. Students can be referred to behavior-focused alternative schools as an alternative to expulsion. In this study, we examined the demographic characteristics of students who attended behavior-focused alternative middle schools, as well as the effectiveness of these schools on two outcomes: (a) standardized state reading assessment scores and (b) number of suspensions received. Using a retrospective cohort design study, we investigated whether students attending behavior-focused alternative middle schools experienced significantly different reading and suspension outcomes compared with a matched sample of students attending traditional middle schools. The majority of students in behavior-focused alternative middle schools were male, Black, and receiving special education services. Results showed that students attending behavior-focused alternative middle schools performed significantly lower on standardized assessments of reading in the eighth grade. No significant differences were noted for the number of suspensions experienced.
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Vaillancourt, Marie Claire, Alexandra Oliveira Paiva, Marie-Hélène Véronneau, and Thomas J. Dishion. "How Do Individual Predispositions and Family Dynamics Contribute to Academic Adjustment Through the Middle School Years? The Mediating Role of Friends’ Characteristics." Journal of Early Adolescence 39, no. 4 (May 29, 2018): 576–602. http://dx.doi.org/10.1177/0272431618776124.

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This study examined the mediating effect of friends’ characteristics (problem behavior and academic achievement) in the association between students’ background (family and individual factors) and later academic adjustment, as operationalized by problem behavior and academic achievement. We recruited 998 participants in three public middle schools and used three annual waves of data collection (Grades 6, 7, and 8). We found that students’ own academic achievement and problem bahvior are predictors of later adjustment. Friendship choices are identified as a mediation mechanism that contributes to consistent adjustment from the beginning to the end of middle school. Specifically, high-achieving students in Grade 6 tend to associate with high-achieving friends and are unlikely to associate with friends who exhibit problem behavior in Grade 7, which results in continued achievement in Grade 8. Associating with high-achieving friends in Grade 7 also mediated the link between adolescent problem behavior in Grade 6 and academic achievement by Grade 8. Friends’ characteristics in Grade 7 did not mediate the effect of any family factor measured in Grade 6. In general, our results suggest friendship selection is central to sustained success throughout the middle school years.
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Curlee, Alexandria S., Leona S. Aiken, and Suniya S. Luthar. "Middle school peer reputation in high-achieving schools: Ramifications for maladjustment versus competence by age 18." Development and Psychopathology 31, no. 02 (July 24, 2018): 683–97. http://dx.doi.org/10.1017/s0954579418000275.

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AbstractIn an upper-middle class setting, we explored associations between students’ peer reputation in Grades 6 and 7 with adjustment at Grade 12. With a sample of 209 students, a confirmatory factor analysis (CFA) of peer reputation dimensions supported a 4-factor model (i.e., popular, prosocial, aggressive, isolated). Structural equation models were used to examine prospective links between middle school peer reputation and diverse Grade 12 adjustment indices, including academic achievement (Scholastic Aptitude Test scores and grade point average), internalizing and externalizing symptoms, and use of cigarettes, alcohol, and marijuana. Prosocial reputation was connected to higher academic achievement levels and fewer externalizing symptoms. Both prosocial and isolated reputations were negatively associated with dimensions of substance use, whereas popularity was positively associated. Implications for future research and interventions are discussed.
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Dissertations / Theses on the topic "Psychology. Academic achievement. Middle school students Middle school students"

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Naragon, Ann Louise. "Students Who Reject Academic Advice: A Longitudinal Study of Middle School." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/93110.

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Educational Psychology
Ph.D.
This study investigated whether lower achieving students, students whose cumulative academic progress was below the predetermined benchmark needed in order to be recommended for an honors course, showed gains in academic achievement after rejecting their teachers' advice and choosing placement in an academically challenging environment by considering levels of motivation, attitudinal factors toward learning, and other background information. Two groups were considered throughout this research, specifically, "Group Z" was defined as students who selected enrollment in an honors course over a less rigorous academic class despite their teachers' recommendations which were based on prior academic performances. "Group A" was defined as students who selected enrollment in courses which were felt by their teachers to appropriately suit their needs in terms of academic challenges as evidenced by prior achievement. A secondary purpose of this study examined characteristics that distinguish high achieving students from average and low achieving students by considering levels of self-efficacy, academic achievement, standardized statewide assessment scores, and propensity to reject teachers' advice. A mixed methods approach utilized achievement data from archived records on 343 middle school students and assessed attitudes toward learning through questionnaires. A Repeated Measures ANOVA revealed that "Group A" maintained significantly higher cumulative GPAs when compared to "Group Z". Repeated Measures ANOVAs were conducted in each of the four curricular areas and revealed that honors students significantly outperformed academic students and those that rejected their teachers' recommendations in all four curricular areas. In math, honors students outperformed academic students and academic students significantly outperformed students who rejected their teachers' recommendations. High achieving "Group Z" students reported higher levels of parental support and past academic accomplishments/increased self-efficacy, when compared to their high achieving "Group A" peers. A Discriminant Function Analysis confirmed that high achieving students are distinguishable from average and low achieving students due to their higher levels of past academic accomplishments/increased self-efficacy, a decreased propensity to reject their teachers' advice, and higher PSSA reading scores.
Temple University--Theses
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Gecevis, Ann V. "Outdoor challenge programs in middle school : effects on self-concept and achievement." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290970.

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Schuyten, Pierce Sara Elizabeth. "The relationship between epistemological beliefs and academic achievement goals in middle school children." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2738.

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Bateman, Lisa Paige. "Relationships Between Life Satisfaction, Symptoms Of Adhd, And Associated Outcomes In Middle School Students." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3001.

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Given increased evidence related to the importance of fostering life satisfaction in the overall population (Diener & Diener, 1996), as well as recent suggestions regarding the importance of increasing positive academic and social outcomes for youth with ADHD (DuPaul, 2007), it is important to gain a clearer understanding of how life satisfaction may be related to ADHD symptoms. Although research has examined the relationship between life satisfaction and externalizing behavior (Suldo & Huebner, 2004a), research on the relationship between life satisfaction and ADHD is currently limited. This study examined if levels of ADHD symptoms predicted reports of life satisfaction in a middle school population (n = 172). Hyperactive/impulsive and inattentive symptoms explained 2.5% of the variance in the dependent variable, life satisfaction, which is not a statistically significant amount, F(2, 169) = 2.2, p = .12. Results of this study also demonstrated that perceived interparental conflict did not moderate the relationship between ADHD symptoms and life satisfaction. Additionally, results of this study demonstrated that life satisfaction did not moderate the relationship between inattentive symptoms and academic achievement in reading, academic achievement in mathematics, and depressive symptoms. Implications of these findings and suggestions for future research are discussed.
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Brule, Heather Anne. "Developmental Perspectives on Motivational Resilience: Predictors of Eighth-grade At-risk Students' Academic Engagement and Achievement." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2113.

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This study uses the concept of stage-environment fit (Eccles et al., 1993) in conjunction with self-determination theory (Deci & Ryan, 1985) to guide an investigation of at-risk eighth graders' motivational and academic resilience. A developmentally-calibrated method was used to divide students into motivational and academic resilience groups based on their resilient, average, or stress-affected levels of academic engagement and GPA. Data from 167 eighth graders and 155 sixth graders were used to examine the extent to which students' ratings of autonomy, teacher support, peer support, and engagement in garden-based education were related to resilience group membership, and whether these four resources seemed more important to eighth graders than to sixth graders. Results provided support for the overall hypothesis that the four developmental resources (autonomy, teacher support, peer support, and garden engagement) seemed to serve as motivational and/or academic resources, but did not, generally, provide support for their being more important for eighth graders than for sixth graders. Analyses of variance and regressions showed that autonomy, teacher support, and garden engagement were all resources for eighth graders' motivation and achievement, with autonomy and teacher support as the strongest resources. Peer support was only a resource for motivation, and only for eighth-grade boys. In terms of unique effects, only autonomy uniquely predicted eighth graders' dual (motivational and academic) resilience group membership when controlling for the other developmental resources. In contrast, autonomy, teacher support, and garden engagement all uniquely predicted sixth graders' dual resilience group membership. Autonomy's status as the only unique predictor of eighth-grade resilience contrasted with an overall trend in which correlations among all variables were weaker for eighth graders than sixth graders. This contrast suggested that one part of eighth-grade risk might be an increased immunity to motivational resources. Autonomy seemed to fully mediate the relationship between teacher support and dually-resilient group membership for eighth graders, highlighting autonomy's role as a key component in motivational processes for at-risk eighth-graders. The study shed light on the educational risk posed by "eighth-gradeness" in conjunction with having an at-risk demographic status and a being traditional middle school setting, and suggested that autonomy might be a necessary, if not sufficient, route to eighth-grade motivational and academic resilience in light of this risk.
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Atik, Gokhan. "The Role Of Locus Of Control, Self-esteem, Parenting Style, Loneliness, And Academic Achievement In Predicting Bullying Among Middle School Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607442/index.pdf.

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This study aimed at determining the prevalence rate of bullying and victimization among middle school students and investigating the role of locus of control, self-esteem, parenting style, loneliness, and academic achievement in predicting participation in bullying and victimization. The sample consisted of 742 participants recruited from 6th, 7th, and 8th grades. Results revealed that of the total 742 students: 4.6 % of the students were bullies, 21.3 % were victims, 6.5 % were bully/victims, 44.7% were pure not involved and 22.9 % were not involved. Regarding the types of bullying, the most common bullying behavior used by the bullies and experienced by the victims was verbal bullying. When gender and grade level were investigated in relation to bullying, meaningful gender differences were found. However, no significant grade level differences were found. The binary logistic regression analysis indicated that
female students who involved in bullying had low acceptance/involvement and academic achievement scores, but higher loneliness and psychological autonomy scores. Furthermore, male involved students had external locus of control, higher self-esteem, and loneliness scores, and lower strictness/supervision scores. Logistic regression analysis also revealed external locus of control and higher loneliness scores
but lower acceptance/involvement and academic achievement scores among the victim group.
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Clay-Spotser, Helen Faye. "Self-Efficacy, Locus of Control, and Parental Involvement on Students' Academic Achievement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/258.

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Minority students are lagging behind their non-minority peers in academic achievement. Compounding this problem is the lack of research on minority students' perceptions on their connections to school, their feelings of autonomy, and their relationship with their parents. These variables are important considerations in this problem, as Ryan and Deci's self-determination theory suggests a strong relationship between student performance in school and students' perceptions of their intrinsic and extrinsic motivators. To address that gap, this cross-sectional, quantitative research study examined the relationship between minority high school students' perceived self-efficacy, locus of control, and parents' educational involvement on their self-reported academic achievement at a suburban charter high school. Differences in these variables by grade level and gender were also assessed. A convenience sample of 158 male and female students in the 10th, 11th, and 12th grades completed the Self-in-School instrument, Levenson Multidimensional Locus of Control Inventory, Importance of Parent Involvement Scale, and a demographic survey that included self-reported academic achievement. Regression analyses and multivariate analysis of variance revealed that school self-efficacy and students' perception of parental involvement of minority students were statistically significant predictors of self-reported academic achievement. No statistically significant differences were found on the 3 scales by grade, but statistically significant differences were obtained between male and female minority students' perception of parental involvement on their academic achievement. These findings may contribute to social change by helping mental health professionals and educators understand the importance of psychosocial variables in charter students' academic performance.
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Carranza, Francisco David. "The effects of perceived parental educational involvement, acculturation and self-esteem on the academic performance and aspirations of Mexican-American adolescents." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2213.

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The purpose of this study was to investigate the effects of parental educational involvement, acculturation and self-esteem on the academic performance and academic aspirations of Mexican American adolescents.
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Pamperien, Kelvin C. "Student academic achievement in middle level schools /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841357.

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Patton, David Kent. "Demographic and education related factors that influence student behavior /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998502.

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Books on the topic "Psychology. Academic achievement. Middle school students Middle school students"

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Steinberg, Adria. Adolescents and schools: Improving the fit. Cambridge, MA: Harvard Education Letter, 1993.

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Fatoni, H. P. Tahrir. Lingkungan sosio ekonomis dan prestasi belajar: Studi sosio-ekonomis, lingkungan belajar dan pengaruhnya pada prestasi. [Bandar Lampung]: Institut Agama Islam Negeri Raden Intan, Lampung, 1991.

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Gregory, Kathleen. Self-assessment and goal-setting: For use in middle and secondary school classrooms. Melville, BC: Connections, 2000.

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Barton, Paul E. Growth in school: Achievement gains from the fourth to the eighth grade. Princeton, N.J: Policy Information Center, Research Division, Educational Testing Service, 1998.

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Aggleton, Peter. Rebels without a cause?: Middle class youth and the transition from school to work. London: Falmer Press, 1987.

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Reaching algebra readiness (RAR): Preparing middle school students to succeed in algebra--the gateway to career success. Rotterdam: Sense Publishers, 2011.

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Minn.) Search Institute (Minneapolis. Igniting sparks: Connecting students' interests and talents to classroom success : instructor guide, grades five through eight. Minneapolis, MN: Search Institute Press, 2012.

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Igniting sparks: Connecting students' interests and talents to classroom success : instructor guide, grades five through eight. Minneapolis, MN: Search Institute Press, 2012.

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Brandon, Richard N. The impact of substance use and violence/delinquency on academic achievement for groups of middle and high school students in Washington: Summary of a report by Washington Kids Count, Human Services Policy Center, University of Washington, May 2002. [Seattle, Wash.]: Washington Kids Count, 2002.

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Producing success: The culture of personal advancement in an American high school. Chicago: The University of Chicago Press, 2009.

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Book chapters on the topic "Psychology. Academic achievement. Middle school students Middle school students"

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Seitsinger, Anne M. "Examining the Effect of Family Engagement on Middle and High School Students' Academic Achievement and Adjustment." In The Wiley Handbook of Family, School, and Community Relationships in Education, 163–82. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch8.

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Wigfield, Allan, and Jacquelynne S. Eccles. "Students' Motivation During the Middle School Years." In Improving Academic Achievement, 159–84. Elsevier, 2002. http://dx.doi.org/10.1016/b978-012064455-1/50011-7.

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Perry, S. Marshall. "A Delayed Treatment Control Group Design Study of an After-School Online Tutoring Program in Reading." In Online Tutor 2.0, 264–79. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5832-5.ch013.

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This chapter concerns a year-long, United States federally-funded evaluation of Educate Online, an online, at home, 1:1 tutoring program aimed at improving reading performance for middle school students who are below grade level. Participating students receive after-school instruction from teachers in real-time over Voice over Internet Protocol (VoIP) connections. The researcher discusses study findings, the methodological challenges of conducting research on online tutoring, the multiple perspectives for understanding the effectiveness of a tutoring program, and areas for additional research. The chapter examines a key aspect of the evaluation, a delayed treatment control group design study to determine the effect that involvement in the tutoring program has upon student academic achievement in reading.
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Blau, Ina. "Real-Time Mobile Assessment of Learning." In Mobile Technologies in Educational Organizations, 283–301. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8106-2.ch014.

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Real-time mobile assessment (RTMA) can function as assistive technology, since the anonymity of feedback promotes active participation in lessons without being exposed to criticism. This field experiment explored the impact of RTMA, beyond a whole-class technology, on academic achievement, students' perceived learning, academic self-efficacy, learning motivation, and self-esteem among middle school students. The participants were 80 ninth graders in the excellence, mainstream, and remedial tracks being taught by the same experienced language arts teacher. The experiment included nine double language lessons with a random assignment of the technological conditions and the counterbalance procedure of the topics studied. The findings suggested that students in the remedial track benefit from using RTMA in terms of achievement, perceived learning, self-efficacy, and motivation. Students in the excellence track benefit from RTMA in terms of intrinsic motivation, and students in the mainstream track in terms of self-esteem. Implication for educational research and practice are discussed.
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Carter, John Lando, and Joshua Charles Tipton. "Classrooms Built for Belonging." In Advances in Early Childhood and K-12 Education, 132–47. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7057-9.ch007.

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Building classroom relationships that last is no singular act bound to the opening weeks of the academic year. The seeds of strong teacher-student relationships must be nurtured and cultivated over time and in the right environment, one designed for belonging and learning for all. The quality of teacher-student interactions and relationships undoubtedly influences academic achievement and the educational experience of students. Teaching and learning environments that are conducive to the development of caring teacher-student interactions is vital to student well-being. Students that feel a genuine sense of belonging are apt to stay active, take risks, and flourish, and cultivating these behaviors in middle school classrooms is paramount to students' future success. Classrooms built for belonging operate on three key elements: moving beyond icebreakers, inviting students to serve as co-designers of learning experiences, and implementing gradebooks with grace.
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Farris, Tomesha Manora, Denise Ross, Brandi Fontenot, Gaige Johnson, Margaret Uwayo, and Garrett D. Warrilow. "Community Service Learning." In Student Engagement and Participation, 1520–34. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch075.

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Poverty and low-socioeconomic status can have negative effects on the academic and social outcomes of children and youth. However, despite the growing number of children and families from low-income communities, the American Psychological Association reports that the field of psychology has not contributed significantly to research, education, and advocacy initiatives for low-income families. The purpose of the START model was to recruit and train psychology majors to work in low-income communities by engaging them in service, research, and teaching activities in a middle school located in a high-poverty community. For one semester, psychology undergraduate and graduate students collaborated on a literacy and classroom management project with a local middle school in a low-income community. Results showed an increase in the number of psychology students interested in working with low-income populations and high rates of satisfaction for the teacher who participated. Barriers and facilitators to implementation are discussed.
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Farris, Tomesha Manora, Denise Ross, Brandi Fontenot, Gaige Johnson, Margaret Uwayo, and Garrett D. Warrilow. "Community Service Learning." In Advances in Educational Marketing, Administration, and Leadership, 85–103. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0874-8.ch004.

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Poverty and low-socioeconomic status can have negative effects on the academic and social outcomes of children and youth. However, despite the growing number of children and families from low-income communities, the American Psychological Association reports that the field of psychology has not contributed significantly to research, education, and advocacy initiatives for low-income families. The purpose of the START model was to recruit and train psychology majors to work in low-income communities by engaging them in service, research, and teaching activities in a middle school located in a high-poverty community. For one semester, psychology undergraduate and graduate students collaborated on a literacy and classroom management project with a local middle school in a low-income community. Results showed an increase in the number of psychology students interested in working with low-income populations and high rates of satisfaction for the teacher who participated. Barriers and facilitators to implementation are discussed.
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Conference papers on the topic "Psychology. Academic achievement. Middle school students Middle school students"

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Li, Juan, and Ting Wang. "The Relationship Between Subjective Well-Being and Academic Achievement of Primary and Middle School Students." In 2019 10th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2019. http://dx.doi.org/10.1109/itme.2019.00130.

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Sahib, Abdul, and Sandya Sucilarasati. "The Student Management System Applied by Aisyiyah Rejang Lebong Creative Middle School to Improve Students’ Non-Academic Achievement." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.001.

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Budi, Widjajaning, Dessy Nur Utami, and Andi Maulida Rahmania. "Does Self-regulated Learning Have Relationship with Academic Procrastination?: Study on Middle School Students in Surabaya’s Coastal Area." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008589003300339.

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"The Class Distribution of Extracurricular Education and the Academic Achievement and Non-cognitive Ability of Middle School students——Analysis Based on CEPS Data." In 2020 International Conference on Social and Human Sciences. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000074.

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5

Van Der Putten, Sonja Aicha. "HOW RELATIONSHIPS IMPACT SENSE OF BELONGING IN SCHOOLS AMONGST FEMALE ADOLESCENTS FROM REFUGEE BACKGROUNDS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end019.

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Abstract:
Education is believed to play an essential role in creating a sense of belonging amongst adolescents from refugee backgrounds. This narrative inquiry study set out to better understand the influence that relationships formed in one Canadian school community played in the development of a sense of belonging amongst female adolescent students from refugee backgrounds. Study participants were from Middle Eastern and East African origin and had been living in Canada for two-years or less. Data were collected over a five-month period through two sets of interviews, and a series of observations. Findings indicated the students from refugee backgrounds sense of belonging in school was strengthened by strong relationships with teachers from whom they perceived a genuine sense of support and care, which resulted in higher academic achievement. The study also conveyed that students felt that their Canadian-born peers largely ignored them in class, which resulted in increased feelings of social isolation and lack of belonging. The female student experience was further influenced by additional familial obligations and responsibilities.
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