Personal strengths and perceived teacher support as predictors of Singapore students’ academic risk status

References

• ACER. (2014). Assessment. Retrieved from http://www.acer.edu.au/assessment
   Google Scholar
• Andersen, J. F., Norton, R. W., & Nussbaum, J. F. (2009). Three investigations exploring relationships between perceived teacher communication behaviors and student learning. Communication Education, 30, 377–392.
   Google Scholar
• Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529. doi:10.1037/0033-2909.117.3.497
   PubMed Web of Science ®Google Scholar
• Bower, J. M., Carroll, A., & Ashman, A. F. (2012). Adolescent perspectives on schooling experiences: The interplay of risk and protective factors within their lives. International Journal of Educational Research, 53, 9–21.10.1016/j.ijer.2011.12.003
   Google Scholar
• Brewster, A. B., & Bowen, G. L. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child & Adolescent Social Work Journal, 21, 47–67.10.1023/B:CASW.0000012348.83939.6b
   Google Scholar
• Brophy, J. E. (2010). Motivating students to learn (3rd ed.). New York, NY: Routledge.
   Google Scholar
• Brule, H. A. (2015). Developmental perspectives on motivational resilience: Predictors of eighth-grade at-risk students’ academic engagement and achievement. Retrieved from http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=3113&context=open_access_etds
   Google Scholar
• Bryk, A., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60, 40–44.
   Web of Science ®Google Scholar
• Cappella, E., & Weinstein, R. S. (2001). Turning around reading achievement: Predictors of high school students’ academic resilience. Journal of Educational Psychology, 93, 758–771.10.1037/0022-0663.93.4.758
   Web of Science ®Google Scholar
• Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children’s academic achievement. Psychological Science, 11, 302–306.10.1111/1467-9280.00260
   PubMed Web of Science ®Google Scholar
• Chan, K. W., Wong, A. K. Y., & Lo, E. S. C. (2012). Relational analysis of intrinsic motivation, achievement goals, learning strategies and academic achievement for Hong Kong secondary students. The Asia-Pacific Education Researcher, 21, 230–243.
   Web of Science ®Google Scholar
• Cheng, R. W. Y., Shu, T.-M., Zhou, N., & Lam, S.-F. (2016). Motivation of Chinese learners: An integration of etic and emic approaches. In R. B. King & A. B. I. Bernardo (Eds.), The psychology of Asian learners: A festschrift in honor of David Watkins (pp. 355–368). Singapore: Springer.10.1007/978-981-287-576-1
   Google Scholar
• Chong, W. H., Huan, V. S., Quek, C. L., Yeo, L. S., & Ang, R. P. (2010). Teacher–student relationship: The influence of teacher interpersonal behaviours and perceived beliefs about teachers on the school adjustment of low achieving students in Asian middle school. School Psychology International, 31, 312–328.10.1177/0143034310366207
   Web of Science ®Google Scholar
• Coney, C. (2006). East Asia: History and economic development. In T. M. Leonard (Ed.), Encyclopedia of the developing world (pp. 510–516). New York, NY: Routledge.
   Google Scholar
• Daunic, A., Corbett, N., Smith, S., Barnes, T., Santiago-Poventud, L., Chalfant, P., … Gleaton, J. (2013). Brief report: Integrating social emotional learning with literacy instructions: An intervention for children at risk for emotional and behavioral disorders. Behavioral Disorders, 39, 43–51.
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.10.1007/978-1-4899-2271-7
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.10.1207/S15327965PLI1104_01
   Web of Science ®Google Scholar
• Decker, D. M., Dona, D. P., & Christenson, S. L. (2007). Behaviorally at-risk African American students: The importance of student–teacher relationships for student outcomes. Journal of School Psychology, 45, 83–109.10.1016/j.jsp.2006.09.004
   Web of Science ®Google Scholar
• Dodgson, P. G., & Wood, J. V. (1998). Self-esteem and the cognitive accessibility of strengths and weaknesses after failure. Journal of Personality and Social Psychology, 75, 178–197.10.1037/0022-3514.75.1.178
   PubMed Web of Science ®Google Scholar
• Eaton, M. J., & Dembo, M. H. (1997). Differences in the motivational beliefs of Asian American and non-Asian students. Journal of Educational Psychology, 89, 433–440.10.1037/0022-0663.89.3.433
   Web of Science ®Google Scholar
• Eisenberg, N., & Miller, P. A. (1987). The relation of empathy to prosocial and related behaviors. Psychological Bulletin, 101, 91–119.10.1037/0033-2909.101.1.91
   PubMed Web of Science ®Google Scholar
• Estrada, B., & Warren, S. (2014). Increasing the writing performance of urban seniors placed at-risk through goal-setting in a culturally responsive and creativity-centered classroom. Journal of Urban Learning, Teaching, and Research, 10, 50–63.
   Google Scholar
• Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. The Journal Of Applied Psychology, 82, 221–234.10.1037/0021-9010.82.2.221
   PubMed Web of Science ®Google Scholar
• Fogarty, G. (2007). Research on the progressive achievement tests and academic achievement in secondary schools. Melbourne: Australian Council for Educational Research.
   Google Scholar
• Gan, Z. (2009). Asian learners’ re-examined: An empirical study of language learning attitudes, strategies and motivation among mainland Chinese and Hong Kong students. Journal of Multilingual and Multicultural Development, 30, 41–58.10.1080/01434630802307890
   Web of Science ®Google Scholar
• Ganotice, F. A., Bernardo, A. B. I., & King, R. B. (2013). Adapting the Facilitating Conditions Questionnaire (FCQ) for bilingual Filipino adolescents: Validating English and Filipino versions. Child Indicators Research, 6, 237–256.
   PubMed Web of Science ®Google Scholar
• Goddard, R., Tschannen-Moran, M., & Hoy, W. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, 102, 3–17.10.1086/499690
   Web of Science ®Google Scholar
• Goh, S. C., & Fraser, B. J. (1998). Teacher interpersonal behaviour, classroom environment and student outcomes in primary mathematics in Singapore. Learning Environments Research, 1, 199–229.10.1023/A:1009910017400
   Google Scholar
• Gutman, L., Sameroff, A., & Cole, R. (2003). Academic trajectories from first to twelfth grades: Growth curves according to multiple risk and early child factors. Developmental Psychology, 39, 777–790.10.1037/0012-1649.39.4.777
   PubMed Web of Science ®Google Scholar
• Hair, J. F., Jr, Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis: A global perspective (7th ed.). Upper Saddle River, NJ: Pearson.
   Google Scholar
• Harter, S., Whitesell, N. R., & Kowalski, P. (1992). Individual differences in the effects of educational transitions on young adolescent’s perceptions of competence and motivational orientation. American Educational Research Journal, 29, 777–807.10.3102/00028312029004777
   Web of Science ®Google Scholar
• Ho, J., & Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in EL language teaching. System, 23, 235–243.10.1016/0346-251X(95)00011-8
   Google Scholar
• Hughes, J. N., Cavell, T. A., & Grossman, P. B. (1997). A positive view of self: Risk or protection for aggressive children? Development and Psychopathology, 9, 75–94.
   PubMed Web of Science ®Google Scholar
• Hughes, J., & Kwok, O.-M. (2007). Influence of student–teacher and parent–teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39–51.10.1037/0022-0663.99.1.39
   PubMed Web of Science ®Google Scholar
• Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588–600. doi:10.1037/a0019682
   Web of Science ®Google Scholar
• Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101, 644–661.10.1037/a0014241
   Web of Science ®Google Scholar
• Jia, Y. M., Ling, G. M., Chen, X. Y., Ke, X. Y., Way, N., Yoshikawa, H., et al. (2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents. Child Development, 80, 1514–1530.10.1111/cdev.2009.80.issue-5
   PubMed Web of Science ®Google Scholar
• Jimerson, S. R., Sharkey, J. D., Nyborg, V., & Furlong, M. (2004). Strength-based assessment and school psychology: A summary and synthesis. California School Psychologist, 9, 9–19.
   Google Scholar
• Kim, K. H. (2005). Learning from each other: Creativity in East Asian and American education. Creativity Research Journal, 17, 337–347.10.1207/s15326934crj1704_5
   Web of Science ®Google Scholar
• King, R. B., & Ganotice, F. A. (2014). The social underpinnings of motivation and achievement: Investigating the role of parents, teachers, and peers on academic outcomes. The Asia-Pacific Education Researcher, 23, 745–756.10.1007/s40299-013-0148-z
   Web of Science ®Google Scholar
• King, R. B., Ganotice, F. A., & Watkins, D. A. (2014). A cross-cultural analysis of achievement and social goals among Chinese and Filipino students. Social Psychology of Education, 17, 439–445.10.1007/s11218-014-9251-0
   Web of Science ®Google Scholar
• King, R. B., & McInerney, D. M. (2014a). Culture’s consequences on student motivation: Capturing universality and variability through personal investment theory. Educational Psychologist, 49, 175–198.10.1080/00461520.2014.926813
   Web of Science ®Google Scholar
• King, R. B., & McInerney, D. M. (2014b). The work avoidance goal construct: Examining its structure, antecedents, and consequences. Contemporary Educational Psychology, 39, 42–58.10.1016/j.cedpsych.2013.12.002
   Web of Science ®Google Scholar
• King, R. B., McInerney, D. M., & Watkins, D. A. (2012). Studying for the sake of others: The role of social goals on academic engagement. Educational Psychology, 32, 749–776.10.1080/01443410.2012.730479
   Web of Science ®Google Scholar
• King, R. B., McInerney, D. M., & Watkins, D. A. (2013). Examining the role of social goals in school: A study in two collectivist cultures. European Journal of Psychology of Education, 28, 1505–1523.10.1007/s10212-013-0179-0
   Web of Science ®Google Scholar
• Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262–273.10.1111/josh.2004.74.issue-7
   PubMed Web of Science ®Google Scholar
• Kotsou, I., Nelis, D., Gregoire, J., & Mikolajczak, M. (2011). Emotional plasticity: Conditions and effects of improving emotional competence in adulthood. Journal of Applied Psychology, 96, 827–839.10.1037/a0023047
   PubMed Web of Science ®Google Scholar
• Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72, 1579–1601.10.1111/cdev.2001.72.issue-5
   PubMed Web of Science ®Google Scholar
• Lee, W. O. (2004). Emerging concepts of citizenship in the Asian context. In W. O. Lee, D. L. Grossman, K. J. Kennedy, & G. P. Fairbrother (Eds.), Citizenship education in Asia and the Pacific: Concepts and issues (pp. 25–35). Hong Kong: Comparative Education Research Centre, The University of Hong Kong, Kluwer Academic.
   Google Scholar
• Lee, S. S., Hung, D., & Teh, L. W. (2015). An ecological view of conceptualizing change in the Singapore education system. Educational Research for Policy and Practice, 15, 55–70.
   Google Scholar
• Lee, J. C. K., Yin, H., & Zhang, Z. (2009). Exploring the influence of the classroom environment on students’ motivation and self-regulated learning in Hong Kong. The Asia-Pacific Education Researcher, 18, 219–232.
   Web of Science ®Google Scholar
• Liau, A., Tan, T., Li, D., & Khoo, A. (2012). Factorial invariance of the personal strengths inventory-2 for children and adolescents across school level and gender. European Journal of Psychology of Education, 27, 451–465.10.1007/s10212-011-0088-z
   Web of Science ®Google Scholar
• Loeber, R., Farrington, D. P., Howell, J. C., & Hoeve, M. (2012). Overview, conclusions, and key recommendations. In R. Loeber & D. P. Farrington (Eds.), From juvenile delinquency to adult crime: Criminal careers, justice policy and prevention (pp. 315–384). New York, NY: Oxford University Press.10.1093/acprof:oso/9780199828166.001.0001
   Google Scholar
• Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253.10.1037/0033-295X.98.2.224
   Web of Science ®Google Scholar
• Mesurado, B., Salanga, M. G. C., & Mateo, N. J. (2016). Basic psychological needs and flourishing in Filipino university students. In R. B. King & A. B. I. Bernardo (Eds.), The psychology of Asian learners (pp. 459–469). Singapore: Springer.10.1007/978-981-287-576-1
   Google Scholar
• Ministry of Education. (2014). Secondary education. Singapore: Author. Retrieved from http://www.moe.gov.sg/education/secondary/
   Google Scholar
• Moran, M. T., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70, 547–593.10.3102/00346543070004547
   Web of Science ®Google Scholar
• Murray, C., & Zvoch, K. (2011a). The inventory of teacher–student relationships: Factor structure, reliability, and validity among African American youth in low-income urban schools. The Journal of Early Adolescence, 31, 493–525.10.1177/0272431610366250
   Web of Science ®Google Scholar
• Murray, C., & Zvoch, K. (2011b). Teacher–student relationships among behaviorally at-risk African American youth from low-income backgrounds: Student perceptions, teacher perceptions, and socioemotional adjustment correlates. Journal of Emotional & Behavioral Disorders, 19, 41–54.10.1177/1063426609353607
   Web of Science ®Google Scholar
• Nasir, F., & Munaf, S. (2011). Emotional intelligence and academics of adolescents: A correlational and gender comparative study. Journal of Behavioural Sciences, 21, 93–101.
   Google Scholar
• Newman, R. S. (2000). Social influences on the development of children’s adaptive help seeking: The role of parents, teachers, and peers. Developmental Review, 20, 350–404.10.1006/drev.1999.0502
   Web of Science ®Google Scholar
• Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133–144.10.1177/1477878509104318
   Web of Science ®Google Scholar
• Nomaguchi, K., & House, A. N. (2013). Racial-ethnic disparities in maternal parenting stress: The role of structural disadvantages and parenting values. Journal of Health & Social Behavior, 54, 386–404.10.1177/0022146513498511
   PubMed Web of Science ®Google Scholar
• OECD. (2010). PISA 2009 Volume I, What students know and can do: Student performance in Reading, Mathematics and Science. London: Author.
   Google Scholar
• Powell, D. S., Batsche, C. J., Ferro, J., Fox, L., & Dunlap, G. (1997). A strength-based approach in support of multi-risk families: Principles and issues. Topics in Early Childhood Special Education, 17(1), 1–26.10.1177/027112149701700105
   Web of Science ®Google Scholar
• Rosenberg, M. (1986). Self-concept from middle childhood through adolescence. In J. Suls & A. Greenwald (Eds.), Psychological perspectives on the self (Vol. 3, pp. 107–136). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Rutter, M., Caspi, A., Fergusson, D., Horwood, L., Goodman, R., & Maughan, B. (2004). Sex differences in developmental reading disability. New findings from 4 epidemiological studies. Journal of the American Medical Association, 291, 2007–2012.10.1001/jama.291.16.2007
   PubMed Web of Science ®Google Scholar
• Schneider, B., & Lee, Y. (1990). A model for academic success: The school and home environment of East Asian students. Anthropology & Education Quarterly, 21, 358–377.10.1525/aeq.1990.21.4.04x0596x
   Web of Science ®Google Scholar
• Seng, L. K., & Wei, L. S. (2010). From living under attap to residing in the sky: Imagination and empathy in source-based history education in Singapore. The History Teacher, 43, 513–533.
   Google Scholar
• Serbin, L. A., Stack, D. M., & Kingdon, D. (2013). Academic success across the transition from primary to secondary schooling among lower-income adolescents: Understanding the effects of family resources and gender. Journal of Youth & Adolescence, 42, 1331–1347.10.1007/s10964-013-9987-4
   PubMed Web of Science ®Google Scholar
• She, H. C., & Fisher, D. (2002). Teacher communicative behavior and its association with students’ cognitive and attitudinal outcomes in Science in Taiwan. Journal of Research in Science Teaching, 39, 63–78.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Shin, J. H., Lee, H. J., & Kim, Y. N. (2009). Student and school factors affecting Mathematics achievement: International comparisons between Korea, Japan and the USA. School Psychology International, 30, 520–537.10.1177/0143034309107070
   Web of Science ®Google Scholar
• Sim, S. L. (2015). The playful curriculum: Making sense of purposeful play. In C. Koh (Ed.), Motivation, leadership and curriculum design: Engaging the net generation and 21st century learner (pp. 225–244). Singapore: Springer.
   Google Scholar
• Skinner, E., & Belmont, M. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.10.1037/0022-0663.85.4.571
   Web of Science ®Google Scholar
• Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411–433.10.1348/000709904X22359
   PubMed Web of Science ®Google Scholar
• Teh, L. W. (2014). Singapore’s performance in PISA: Levelling up the long tail. In S. K. Lee, W. O. Lee, & E. L. Low (Eds.), Educational policy innovations: Levelling up and sustaining educational achievement (pp. 71–83). Singapore: Springer.10.1007/978-981-4560-08-5
   Google Scholar
• Thompson, R. A., & Calkins, S. D. (1996). The double-edged sword: Emotional regulation for children at risk. Development and Psychopathology, 8, 163–182.10.1017/S0954579400007021
   Web of Science ®Google Scholar
• Tully, E., Ames, A. M., Garcia, S. E., & Donohue, M. R. (2016). Quadratic associations between empathy and depression and the moderating influence of dysregulation. The Journal of Psychology, 150, 15–35.10.1080/00223980.2014.992382
   PubMed Web of Science ®Google Scholar
• Tweed, R. G., & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and Socratic approaches. American Psychologist, 57, 89–99.10.1037/0003-066X.57.2.89
   PubMed Web of Science ®Google Scholar
• Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23, 263–280.10.1037/a0032359
   Google Scholar
• VanZile-Tamsen, C., & Livingston, J. A. (1999). The differential impact of motivation on the self-regulated strategy use of high- and low-achieving college students. Journal of College Student Development, 40, 54–60.
   Web of Science ®Google Scholar
• Waxman, H. C., Huang, S.-Y. L., & Padron, Y. N. (1997). Motivation and learning environment differences between resilient and nonresilient Latino middle school students. Hispanic Journal of Behavioral Sciences, 19, 137–155.10.1177/07399863970192003
   Web of Science ®Google Scholar
• Weick, A., Rapp, C., Sullivan, W. P., & Kisthardt, W. (1989). A strengths perspective for social work practice. Social Work, 34, 350–354.
   Web of Science ®Google Scholar
• Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89, 411–419.10.1037/0022-0663.89.3.411
   Web of Science ®Google Scholar
• Werner, E. E. (2000). Protective factors and individual resilience. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (pp. 115–132). Cambridge: Cambridge University Press.
   Google Scholar
• Whitley, J., Rawana, E. P., Pye, M., & Brownlee, K. (2010). Are strengths the solution? An exploration of the relationships among teacher-rated strengths, classroom behaviour, and academic achievement of young students. McGill Journal of Education, 45, 495–510.10.7202/1003574ar
   Google Scholar
• Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality & Social Psychology, 70, 767–779.10.1037/0022-3514.70.4.767
   PubMed Web of Science ®Google Scholar
• Yates, T. M., & Masten, A. S. (2004). Fostering the future: Resilience theory and the practice of positive psychology. In P. A. Linley & S. Joseph (Eds.), Positive psychology in practice (pp. 521–539). Hoboken, NJ: Wiley.
   Google Scholar
• Yeo, L. S., & Clarke, C. (2006). Adjustment to the first year in school – A Singapore perspective. European Early Childhood Education Research Journal, 14, 55–68.10.1080/13502930285209911
   Google Scholar
• Yook, E. L., & Albert, R. D. (1998). Perceptions of the appropriateness of negotiation in educational settings: A cross-cultural comparison among Koreans and Americans. Communication Education, 47, 18–29.10.1080/03634529809379107
   Web of Science ®Google Scholar
• Zhang, W., Li, H., Gong, Y., & Ungar, M. (2013). Stressful events and depression among Chinese adolescents: The mitigating role of protective factors. School Psychology International, 34, 501–513.10.1177/0143034312472760
   Web of Science ®Google Scholar
• Zusho, A., & Clayton, K. (2011). Culturalizing achievement goal theory and research. Educational Psychologist, 46, 239–260.10.1080/00461520.2011.614526
   Web of Science ®Google Scholar