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Social competence, social support, and academic achievement in minority, low-income, urban elementary school children.

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References

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1994Resilience in individual development: Successful adaptation despite risk and adversity.782 cited
1994Neighborhood disadvantage, stressful life events and adjustments in urban elementary-school children647 cited
1991Relations between Social Competence and Academic Achievement in Early Adolescence

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635 cited

2005Handbook of Resilience in Children552 cited

1994Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions.505 cited

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2019An empirical basis for linking social and emotional learning to academic performance167 cited
2015Promoting social–emotional competence: An evaluation of the elementary version of Second Step®143 cited
2021Towards an Integrative Taxonomy of Social-Emotional Competences134 cited
2014Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning.125 cited
2011Socio-emotional well-being and academic achievement: evidence from a multilevel approach124 cited
2014Social–emotional competencies make the grade: Predicting academic success in early adolescence121 cited
2011Supporting the students most in need: Academic self-efficacy and perceived teacher support in relation to within-year academic growth108 cited
2014Promoting Desirable Outcomes Among Culturally and Ethnically Diverse Children in Social Emotional Learning Programs: a Multilevel Heuristic Model108 cited
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