Chapter

13 Schools as Developmental Contexts During Adolescence

Developmental Psychology

IV. ADOLESCENCE

  1. Jacquelynne S. Eccles1,
  2. Robert W. Roeser2

Published Online: 26 SEP 2012

DOI: 10.1002/9781118133880.hop206013

Handbook of Psychology, Second Edition

Handbook of Psychology, Second Edition

How to Cite

Eccles, J. S. and Roeser, R. W. 2012. Schools as Developmental Contexts During Adolescence. Handbook of Psychology, Second Edition. 6:IV:13.

Author Information

  1. 1

    Institute of Social Research, University of Michigan, Department of Psychology, Ann Arbor, Michigan, USA

  2. 2

    Portland State University, Department of Psychology, Portland, Oregon, USA

Publication History

  1. Published Online: 26 SEP 2012

Abstract

Considerable strides have been made in the past decade in recognizing the centrality of the cultural context of schooling to adolescent development. In this review, adopting a developmental systems conceptualization of the context of schooling, we focus on selected new research findings regarding how (a) teachers, curricular tasks and classroom environments; (b) aspects of the school as an organization; and (c) district policies and practices can influence adolescents' intellectual and socioemotional development.

Keywords:

  • education;
  • schools;
  • social contexts;
  • teachers;
  • classrooms;
  • extracurricular activities;
  • sleep;
  • peers;
  • social policy