Abstract
Schools hold a central place in the “developmental agenda” set forth for children and adolescents throughout the world (Rogoff, 1990; Sameroff, 1987).1 Children’s experiences in school have the capacity to promote developmental competencies associated with learning and achievement motivation, emotional functioning, and social relationships, and in some instances can potentiate difficulties in these aspects of functioning. In this chapter, we focus on the relation between children’s academic and emotional functioning, and on how school, as a central context of development, can shape both academic and mental health outcomes in children. The chapter is comprised of three main sections. First, we discuss the relevance of schooling to those interested in development, mental health, and psychopathology. Second, we briefly discuss linkages between children’s academic and emotional functioning. Third, we provide a description of the interpersonal, instructional, and organizational processes through which schools can influence the developmental course of children’s achievement-related behaviors, academic motivation, and their mental health.
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Roeser, R.W., Eccles, J.S. (2000). Schooling and Mental Health. In: Sameroff, A.J., Lewis, M., Miller, S.M. (eds) Handbook of Developmental Psychopathology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-4163-9_8
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