Handbook of Social Influences in School Contexts Social-Emotional, Motivation, and Cognitive Outcomes

The Handbook of Social Influences in School Contexts draws from a growing body of research on how and why various aspects of social relationships and contexts contribute to children’s social and academic functioning within school settings. Comprised of the latest studies in developmental and educational psychology, this comprehensive volume is perfect for researchers and students of Educational Psychology. Beginning with the theoretical perspectives that guide research on social influences, this book presents foundational research before moving on to chapters on peer influence and teacher influence. Next, the book addresses ways in which the school context can influence school-related outcomes (including peer and teacher-student relationships) with specific attention to research in motivation and cognition. Within the chapters authors not only present current research but also explore best-practices, drawing in examples from the classroom. With chapters from leading experts in the field, The Handbook of Social Influences in School Contexts provides the first complete resource on this topic.

Contributors 1. Overview Kathryn R. Wentzel and Geetha B. Ramani Section I: Perspectives on Peer Influence 2. Peer Influence on Students’ Motivation, Academic Achievement and Social Behavior Kathryn R. Wentzel and Katherine Muenks 3. Peer Group Influences on Students’ Academic Motivation Thomas A. Kindermann 4. Social Harmony in Schools: A Framework for Understanding Peer Experiences and Their Effects Laura D. Hanish, Carol Lynn Martin, Cindy Faith Miller, Richard A. Fabes, Dawn DeLay, and Kimberly A. Updegraff 5. Peers and Social Media Networks: Exploring Adolescents’ Social Functioning and Academic Outcomes Christine Greenhow and Emilia Askari 6. Peer Contributions to Cognitive Development Mary Gauvain 7. The Influence of Same and Cross-Age Peers on Children’s Literacy and Mathematical Development Geetha B. Ramani, Erica Zippert, and Emily Daubert 8. Commentary: Strange Bedfellows? How the School and Peer Systems Coexist to Affect Learning and Adjustment B. Bradford Brown and Simone M. Lawrence SECTION II: PERSPECTIVES ON TEACHER INFLUENCE 9. Teacher-Student Relationships and Student Achievement Theo Wubbels, Mieke Brekelmans, Tim Mainhard, Perry den Brok, and Jan van Tartwijk 10. Teacher Influences on the Development of Students’ Personal Interest in Academic Domains Emily Fox and Daniel L. Dinsmore 11. The Role of Teacher-Student Relationships in Unlocking Students’ Academic Potential: Exploring Motivation, Engagement, Resilience, Adaptability, Goals, and Instruction Andrew J. Martin and Rebecca J. Collie 12. Teacher-Student Relationships and Behavioral Engagement in the Classroom Anne Gregory and Joshua Korth 13. Emotion Regulation in K-12 Classrooms Debra K. Meyer 14. Teachers’ Influence on Students’ Peer Relationships and Peer Ecologies Jill V. Hamm and Abigail S. Hoffman 15. Commentary: The Foundational Role of Teacher-Student Relationships Hunter Gelbach and Carly Robinson SECTION III: PERSPECTIVES ON CLASSROOM, SCHOOL, AND CULTURAL CONTEXT 16. Classroom and School Influence on Student Motivation Helen Patrick, Julianne C. Turner, and Anna D. Strati 17. Families, Culture, and Schooling: A Critical Review of Theory and Research Susan D. Holloway and Michele Jonas 18. Culture, Race, Ethnicity, and Motivation Akane Zusho, Jennifer Daddino, and Christie-Belle Garcia 19. The Role of Character and Character Education in Fostering Student Success at School Scott Seider, Madora Soutter, and Shelby Clark 20. High-Stakes Testing and Students’ Developing Motivation: The Role of Context, Class, and Race Sharon L. Nichols 21. Commentary: The Co-Regulation of Cultural, Social, and Personal Sources of Influence on Student Emotional Adaptation and Achievement Mary McCaslin SECTION IV: INTERVENTIONS TO FACILITATE SOCIAL CHANGE 22. Integrating Academic and Social-Emotional Learning in Classroom Interactions Becky Kochenderfer-Ladd and Gary W. Ladd 23. Interventions to Promote Positive Teacher-Student Relationships and Interactions Christopher A. Hafen and Joseph P. Allen 24. Interventions to Promote Safe and Supportive School Climate David Osher, Yael Kidron, Carmela J. DeCandia, Kimberley Kendziora, and Roger P. Weissberg 25. School-Based Interventions to Prevent Bullying and Promote Prosocial Behaviors Dorothy L. Espelage and Cassandra L. Colbert 26. Challenges Associated with Applications and Interventions: Correlated Constraints, Shadows of Synchrony, and Teacher/Institutional Factors that Impact Social Change Thomas W. Farmer, Molly Dawes, Quentin Alexander, and Debbie S. Brooks Index

Kathryn R. Wentzel is Professor of Human Development and Quantitative Methodology at University of Maryland, College Park. Geetha B. Ramani is Assistant Professor of Human Development and Quantitative Methodology at University of Maryland, College Park.