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ERIC Number: EJ891646
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: As Provided
Reference Count: 114
ISSN: ISSN-0046-1520
Personal and Social-Contextual Factors in K-12 Academic Performance: An Integrative Perspective on Student Learning
Lee, Jihyun; Shute, Valerie J.
Educational Psychologist, v45 n3 p185-202 2010
Our extensive literature review in the fields of educational, social, and cognitive psychology has led us to identify about a dozen variables that demonstrate direct empirical links to academic achievement at the K-12 level. Those variables are grouped into four major categories: student engagement, learning strategies, school climate, and social-familial influences. We then categorize the first two variables as "personal" factors and the latter two as "social-contextual" factors. We document empirical findings that have shown particular relationships between the reviewed personal and social-contextual factors and academic achievement, mainly in the areas of reading and mathematics. Based on our conceptualization, we propose an integrated perspective that students' personal factors in the domains of behavior, affect, attitude, and cognition as well as their social-contextual environment have to work in concert to produce optimal school performance. We conclude with a discussion on educational implications and future research to be addressed. (Contains 1 figure, 1 table and 2 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A