Academic Performance and School Success: Sources and Consequences.

Autor/in	Hawkins, J. David
Titel	Academic Performance and School Success: Sources and Consequences.
Quelle	(1997), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Ability; Academic Achievement; Academic Failure; Adolescents; Child Behavior; Child Health; Child Welfare; Children; Elementary Secondary Education; Emotional Development; Health Promotion; Interpersonal Competence; Performance Factors; Prevention; Relationship; School Effectiveness; School Role; Social Development; Well Being + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kindeswohl; Child; Kind; Kinder; Gefühlsbildung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Interpersonale Kompetenz; Leistungsindikator; Prävention; Vorbeugung; Wechselbeziehung; Schuleffizienz; Soziale Entwicklung; Well-being; Wellness; Wohlbefinden
Abstract	The promotion of academic success has been linked to children's social and emotional wellness, reduction in risky behaviors, and promotion of social and emotional competence. This chapter briefly summarizes the evidence regarding the link between academic performance and health risk behaviors, including substance abuse, delinquency, teen sexual activity, and violence. The evidence suggests that the promotion of academic success in children vulnerable to health risk behaviors may reduce the likelihood of these behaviors. Next, evidence is summarized regarding the mechanisms found in descriptive studies to characterize schools that are effective in promoting children's academic performance. A theory of behavior, the social development model, is outlined to organize this evidence on effective schools. The theory provides an example of a framework that can be used to select and implement school and classroom practices to promote the development of academic, social, and emotional competence in children. Finally, examples of practices that have been shown in intervention studies to be effective in promoting academic, social, and emotional competency are presented in the context of the theory. Contains 64 references. (SD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC