Abstract
I was asked to comment on the chapters included in the “Influences of Classroom, School, and Cultural Context” section of this volume; I am pleased and honored to do so. Author arguments within each chapter are persuasive and, considered together, chapters provide a viable foundation upon which to weave a safety net in support of students’ social-emotional, motivation, and cognitive outcomes-their emotional adaptation-in school. This commentary is organized in alignment with my co-regulation framework for understanding how this might unfold. Thus, I consider the chapters in a different order than their appearance in the volume, beginning with those that address sociocultural matters. Before discussing each and their relation to each other, however, I begin with a brief description of the co-regulation framework that guides this discussion.
Original language | English (US) |
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Title of host publication | Handbook of Social Influences in School Contexts |
Subtitle of host publication | Social-Emotional, Motivation, and Cognitive Outcomes |
Publisher | Taylor and Francis |
Pages | 329-346 |
Number of pages | 18 |
ISBN (Electronic) | 9781317670872 |
ISBN (Print) | 9781138781405 |
State | Published - Jan 1 2016 |
ASJC Scopus subject areas
- Social Sciences(all)