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dc.contributor.advisorPendergast, Laura L.
dc.creatorPham, Sofia
dc.date.accessioned2020-11-02T14:46:39Z
dc.date.available2020-11-02T14:46:39Z
dc.date.issued2016
dc.identifier.other965642674
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2151
dc.description.abstractThis study investigated the relationship between teacher support, internalizing symptoms, and academic achievement in a sample of English Language Learners (ELLs) and non-English Language Learners (non-ELLs). Participants were middle school students from a culturally and linguistically diverse suburban school district. Linear regressions were used to examine mediation, moderation, and moderated-mediation models of teacher support on internalizing symptoms and academic achievement. The results showed that increased teacher support was related to higher classroom grades, particularly for non-ELLs, and decreased internalizing symptoms for both ELLs and non-ELLs. Implications, limitations, and directions for future research are discussed.
dc.format.extent95 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectEducational Psychology
dc.subjectPsychology
dc.subjectAcademic Achievement
dc.subjectElls
dc.subjectEmotional Support
dc.subjectEnglish Language Learners
dc.subjectInternalizing Symptoms
dc.subjectTeacher Support
dc.titleIndirect Effects of Teacher Support on Emotional and Academic Outcomes for English Language Learners
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberPendergast, Laura L.
dc.contributor.committeememberFiorello, Catherine A.
dc.contributor.committeememberLaurence, Janice H.
dc.contributor.committeememberMagen, Eran
dc.description.departmentSchool Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2133
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-02T14:46:39Z


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