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Journal of Modern Foreign Psychology
2019. Vol. 8, no. 1, 36–42
https://doi.org/10.17759/jmfp.2019080104
ISSN: 2304-4977 (online)

Studies of the psychological well-being of low-performing students in US schools

 
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Abstract

The article analyzes the psychological well-being of poorly performing schoolchildren and the personal correlates of academic failure as they are presented in the US school psychology. One of the most important areas is the study of academic engagement as a predictor of academic performance / failure. Research tools are being developed to assess engagement in learning for both primary and secondary schools. The article also analyzes the study of personal factors of poor school performance in representatives of different racial and ethnic groups, including Afro-Americans, the studies of family factors that adversely affect school performance. Examples of research in the field of psychological assistance to poorly performing schoolchildren and their families, as well as programs developed for the prevention of negative emotions as a factor of academic failure, including positive education according to M. Seligman, are discussed. The article considers the contradictions in this field of research, shows the possibilities of overcoming them on the basis of the principles of the theory of developmental education and the theoretical foundations of the Russian educational psychology

General Information

Keywords: students, well-being, academic performance, involvement in learning, positive education

Journal rubric: Educational Psychology and Pedagogical Psychology

OpenAlex citations: 0

OpenAlex trends: Psychology of Development and Education, Early Childhood Education and Development, Educational and Psychological Assessments

Information about the work in OpenAlex

Number of citations: 0

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Early Childhood Education and Development

This cluster of papers explores the multifaceted concept of school engagement, encompassing student-teacher relationships, social and emotional learning, early childhood education, academic achievement, classroom quality, educational interventions, self-regulation, and school readiness. The research emphasizes the importance of fostering positive environments and supportive relationships to enhance students' engagement and overall development.

Number of works: 148913  |  Total number of citations: 2026784

Topic detailsв OpenAlex

Educational and Psychological Assessments

This cluster of papers focuses on the application of dynamic assessment in educational psychology, emphasizing Vygotskian praxis, mediated learning experience, and the zone of proximal development. It explores the use of dynamic assessment for language development, cognitive modifiability, and the effectiveness of nurture groups and peer mediation. The papers also discuss assessment practices and the role of educational psychologists in promoting learning potential.

Number of works: 88848  |  Total number of citations: 952482

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2019080104

Published

For citation: Lubovsky, D.V. (2019). Studies of the psychological well-being of low-performing students in US schools. Journal of Modern Foreign Psychology, 8(1), 36–42. (In Russ.). https://doi.org/10.17759/jmfp.2019080104

© Lubovsky D.V., 2019

License: CC BY-NC 4.0

References

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Information About the Authors

Dmitry V. Lubovsky, Candidate of Science (Psychology), associate professor, Professor of the UNESCO Department “Cultural and Historical Psychology of Childhood”, Moscow State University of Psychology & Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-7392-4667, e-mail: lubovsky@yandex.ru

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