REFERENCES
- Achieve. (2010). Achieving the possible: What Americans think about the college- and career-agenda. Washington, DC: Author.
- Alexander, K., Entwisle, D., & Kabbani, N. (2001). The dropout process in life course perspective: Early risk factors at home and school. Teachers College Record, 103, 760–822. doi: 10.1111/0161-4681.00134
- Balfanz, R., Bridgeland, J. M., Moore, L. A., & Fox, J. H. (2010). Building a grad nation: Progress and challenge in ending the high school dropout epidemic. Washington, DC: America's Promise Alliance, Civic Enterprises, and Everyone Graduates Center at Johns Hopkins University. Retrieved from http://every1graduates.org/building-a-grad-nation.html.
- Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
- Battistich, V. (2010). School contexts that promote students’ positive development. In J. L. Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 111–128). New York, NY: Routledge.
- Belfield, C. H., Levin, H., & Rosen, R. (2012). The economic value of opportunity youth. Published for the Corporation for National and Community Service and The White House Report Council for Community Solutions. Retrieved from http://whc.unesco.org/en/activities/664/
- Bierman, K. L. (2004). Peer rejection: Developmental processes and intervention strategies. New York, NY: Guilford. doi: 10.1177/1359104507088352
- Carl, B., Richardson, J. T., Cheng, E., Kim, H., & Meyer, R. H. (2013). Theory and applications of early warning systems for high school and beyond. Journal of Education for Students Placed At Risk, 18, 29–49. doi: 10.1080/10824669.2013.745374
- Close, W., & Solberg, S. (2008). Predicting achievement, distress, and retention among lower-income Latino youth. Journal of Vocational Behavior, 72, 31–42. doi: 10.1016/j.jvb.2007.08.007
- Cohen, S., & Wills, T. A. (1985). Stress, social support and the buffering hypothesis. Psychological Bulletin, 98, 310–357. doi: 10.1037//0033-2909.98.2.310
- Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74–101. doi: 10.1037//0033-2909.115.1.74
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum. doi: 10.1007/978-1-4899-2271-7
- Deci, E. L., & Ryan, R. M. (2002). Self-determination research: Reflections and future directions. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 431–441). Rochester, NY: University of Rochester Press.
- Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642–650. doi: 10.1037//0022-0663.73.5.642
- Dohrenwend, B. S., & Dohrenwend, B. P. (Eds.). (1974). Stressful life events: Their nature and effects. New York: Wiley.
- Dornbusch, S. M., Mont-Reynaud, R., Ritter, P. L., Chen, Z., & Steinberg, L. (1991). Stressful events and their correlates among adolescents of diverse backgrounds. In M. E. Colton & S. Gore (Eds.), Adolescent stress: Causes and consequences (pp. 111–130). New York, NY: Aldine de Gruyter.
- Duffy, H. (2007). Meeting the needs of significantly struggling learners in high school: A look at approaches to tiered intervention. Washington, DC: National High School Center at American Institutes for Research. doi: 10.1037/e538372012-001
- Durlak, J., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. doi: 10.1111/j.1467-8624.2010.01564.x
- Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). New York, NY: Guilford.
- Eccles, J., Midgley, C., Buchanan, C., Wigfield, A., Reuman, D., & Mac Iver, D. (1993). Development during adolescence: The impact of stage/environment fit on young adolescents’ experiences in schools and families. American Psychologist, 48, 90–101. doi: 10.1037/0003-066x.48.2.90
- Eccles, J. S., & Roeser, R. W. (2010). An ecological view of schools and development. In J. L Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 6–21). New York, NY: Routledge.
- Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. doi:10.1146/annurev.psych.53.100901.135153
- Egeland, B., Carlson, E., & Sroufe, L. A. (1993). Resilience as process. Development and Psychopathology, 5, 517–528. doi: 10.1017/s0954579400006131
- Eisenberg, N. (Ed.). (2006). Volume 3: Social, emotional, and personality development. In W. Damon & R. M. Lerner (Series Eds.), Handbook of child psychology (6th ed.). New York, NY: Wiley.
- Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., & Torres, J. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
- Gillis, S. A. (2011). A structural equation model of resiliency in adolescence. Unpublished dissertation, Department of Educational Psychology, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin.
- Gillis, S. A., & Sedivy, S. K. (2008). Technical validation study for Success Highways. Retreived from http://www.scholarcentric.com/research/SH_ValidationStudy_FNL.pdf.
- Gillock, K. L., & Reyes, O. (1999). Stress, supports, and academic performance of urban, low-income, Mexican-American adolescents. Journal of Youth and Adolescence, 28, 259–282. doi: 10.1023/a:1021657516275
- Guerra, N., & Bradshaw, C. P. (2008). Linking the prevention of problem behaviors and positive youth development: Core competencies for positive youth development. New Directions in Child and Adolescent Development, 122, 1–17. doi: 10.1002/cd.225
- Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105–122. doi: 10.1037/0022-0663.100.1.105
- Hobfoll, S. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44, 513–524. doi:10.1037/0003-066X.44.3.513.
- Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102, 880–895. doi: 10.1037/a0019506
- Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410–1412. doi: 10.1126/science.1177067
- Lapan, R. T., Gysbers, N. C., & Petroski, G. F. (2001). Helping seventh graders be safe and successful: A statewide study of the impact of comprehensive guidance and counseling programs. Professional School Counseling, 6, 186–198. doi: 10.1002/j.1556-6676.2001.tb01977.x
- Lewis, K. M., Byrd, D. A., & Ollendick, T. H. (2012). Anxiety symptoms in African-American and Caucasian youth: Relations to negative life events, social support, and coping. Journal of Anxiety Disorders, 26, 32–39. doi: 10.1016/j.janxdis.2011.08.007
- Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments. American Psychologist, 53, 205–220. doi: 10.1037/0003-066x.53.2.205
- Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30–38. doi: 10.1037//0022-0167.38.1.30
- Neild, R. C., Balfanz, R., & Herzog, L. (2007). An early warning system. In M. Scherer (Ed.), Supporting the whole child (pp. 49–58). Alexandria, VA: American Association for Supervision and Development.
- Neild, R. C., & Boccanfuso, C. (2010). Using state unemployment insurance to track student post-secondary outcomes. NASSP Bulletin, 94, 253–273. doi: 10.1177/0192636510390206
- Neild, R. C., Stoner-Eby, S., & Furstenberg, F. (2008). Connecting entrance and departure: The transition to 9th Grade and high school dropout. Education and Urban Society, 40, 543–569. doi: 10.1177/0013124508316438
- Nowicki, S., & Mitchell, J. (1998). Accuracy in identifying affect in child and adult faces and voices and social competence in preschool children. Genetic, Social, and Psychological Monographs, 124, 39–59.
- Rumberger, R. W. (1995). Dropping out of middle school: A multilevel analysis of students and schools. American Educational Research Journal, 32, 583–625. doi: 10.3102/00028312032003583
- Russell, D., & Cutrona, C. (1984, August). The provisions of social relationships and adaptation in stress. Paper presented at the annual convention of the American Psychological Association, Toronto, Canada.
- Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester Press.
- Ryan, R. M., & Deci, E. L. (2008). A self-determination approach to psychotherapy: The motivational basis for effective change. Canadian Psychology, 49, 186–193. doi: 10.1037/a0012753
- Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). New York, NY: Routledge.
- Solberg, V. S., Gusavac, N., Hamann, T., Felch, J., Johnson, J., Lamborn, S. & Torres, J. (1998). The adaptive success identity plan (ASIP): A career intervention for college students. Career Development Quarterly, 47, 48–95. doi: 10.1002/j.2161-0045.1998.tb00728.x
- Solberg, S., Howard, K., Gresham, S., & Carter, E. (2012). Quality learning experiences, self-determination, and academic success: A path analytic study among youth with disabilities. Career Development and Transition for Exceptional Individuals, 35, 85–96. doi: 10.1177/0885728812439887
- Solberg, V. S., O’Brien, K., Villareal, P., Kennel, R., & Davis, B. (1993). Self-efficacy and Hispanic college students: Validation of the College Self-Efficacy Instrument. Hispanic Journal of Behavioral Sciences, 15, 80–95. doi: 10.1177/07399863930151004
- Suldo, S., Gormley, M., DuPaul, G., & Anderson-Butcher, D. (2014). The impact of school mental health on student and school-level academic outcomes: Current status of the research and future directions. School Mental Health, 6, 84–98. doi: 10.1007/s12310-013-9116-2.
- Suldo, S. M., Thalji, A., & Ferron, J. (2011). Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual factor model. Journal of Positive Psychology, 6, 17–30. doi: 10.1037/e641552010-001
- Sullivan, T. (2012). The road ahead: Restoring Wisconsin's workforce development. Madison, WI: Governor's Labor Commission. Retrieved from http://legis.wisconsin.gov/lc/committees/study/2012/HSED/files/sept13_sullivan.pdf
- Valdez, C. R., Lambert, S. F., & Ialongo, N. S. (2011). Identifying patterns of early risk for mental health and academic problems in adolescence: A longitudinal study of urban youth. Child Psychiatry and Human Development, 42, 521–538. doi: 10.1007/s10578-011-0230-9
- Weissberg, R. P., & Greenberg, M. T. (1998). Prevention science and collaborative community action research: Combining the best from both perspectives. Journal of Mental Health, 7, 479–492. doi: 10.1080/09638239817860
- Werner, E., & Smith., R. (1992). Overcoming the odds: High-risk children from birth to adulthood. Ithaca, NY: Cornell University Press.
- Wigfield, A., Tonks, S., & Klauda, S. L. (2009). Expectancy–value theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 55–76). Mahwah, NJ: Lawrence Erlbaum Associates.
- Windle, M., & Windle, R. C. (1996). Coping strategies, drinking motives, and stressful life events among middle adolescents: Associations with emotional and behavioral problems and with academic functioning. Journal of Abnormal Psycholology, 105, 551–560. doi: 10.1037//0021-843x.105.4.551
- Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49–64). New York, NY: Routledge.