Christina L Scanlon
Biographic Data
| ID | 5380517 |
|---|---|
| NAME | Christina L Scanlon |
| GIVEN NAMES | Christina L |
| FAMILY NAME | Scanlon |
| SIGNATURE | SCANLON C L |
| AFFILIATIONS | University of Pittsburgh |
| ORCID | 0000-0002-7995-9518 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Using a Robust Moderated Mediation Approach to Understand Associations Between Classroom Quality, Mindset Beliefs, Engagement, and Student Achievement in Math and Science
Using a robust moderated mediation approach with a socioeconomically diverse sample of 1,532 adolescents(M age = 14.61 years; 51% female; 68% White, 28% Black; 48% economically disadvantaged), this study tested whether growth mindset and behavioral engagement mediated the link between classroom quality and math and science achievement and whether effects varied by race or socioeconomic status. Student engagement, but not mindset, significantly me…
How growth mindset shapes math achievement
Although the positive role of a growth mindset in adolescent math learning is widely recognized, little is known about the moderating role of classroom practices, the mediating role of engagement, or developmental patterns in these relations. One thousand three hundred thirty adolescents in Grades 8, 10, and 12 attending 14 U.S. urban public schools ( M age = 15.50, SD age = 1.56; 54% female; 69% White, 26% Black; 49% low-income) participated in …
The protective and promotive effects of parent racial–ethnic socialization on Asian American adolescents’ psychosocial well-being
Families of color often face daily racist incidents that lead to dynamic interactions and race-based messaging between parents and children; however, few studies have examined this phenomenon in Asian American families. Using 60 days of daily-diary data from a national sample of 108 adolescents (53.7% girls; range = 11-18-year-old; M age = 14.8 years, SD age = 1.7, 29.6% low-income), this study examined (a) how different forms of parental racial-…
The spillover effect of school suspensions on adolescents' classroom climate perceptions and academic achievement
Employment status and psychosocial adjustment among adolescents and parents during the Covid-19 pandemic
During the COVID-19 pandemic, many families experienced financial and health stressors associated with parental employment. Using multi-informant and daily-diary data from a nationwide U.S. sample of parents and children (626 dyads; 18,780 daily assessments across 30 days: May 18, 2020-June 1, 2020, October 19, 2020-November 2, 2020; parents: M age = 43, 15% male; children: M age = 15, 42% male; 36% Black, 26% White, 14% multiracial, 12% Latinx, …
Fostering school equity
Despite numerous efforts to attenuate the Black-White discipline gap in U.S. schools, Black students are still suspended for minor infractions at a disproportionately higher rate than their White peers. Using a racially diverse sample ( n = 1,515; M age = 12.7; 50% boys; 72% Black, 28% White), this 3-year longitudinal study examined whether student perceptions of school racial socialization practices (i.e., cultural socialization, promotion of cu…
Coordinating the Mesosystem
To reduce the number of chronically absent students in schools annually, cities and municipalities across the United States have implemented programs, initiatives, and invested resources into educational reforms that would lead to improvement in school attendance. Drawing on ecological systems theory and interview data, we examined how organizations within Pittsburgh, Pennsylvania directly worked with students, collaborated with each other, and f…
Does anyone benefit from exclusionary discipline? An exploration on the direct and vicarious links between suspensions for minor infraction and adolescents’ academic achievement
The intended purpose of exclusionary discipline is to improve the learning environment by removing disruptive students; however, emerging evidence has suggested that these practices may have the opposite effect. Exclusionary discipline-especially policies that use suspensions as punishment for minor, developmentally normative behavioral infractions-is a known threat to suspended students' academic achievement, but few have examined whether and ho…
Feeling and Acting like a Teacher
Background/Context Empirical research indicates that teachers across ages and academic contexts regularly engage in emotional labor, and this emotional labor contributes to their job satisfaction, teaching effectiveness, burnout, and emotional well-being both within and outside the classroom. However, because the initial research on emotional labor was situated in the service industries (e.g., restaurants, call centers, airlines), researchers hav…
Socially Anxious Science Achievers
Does anyone benefit from exclusionary discipline? An exploration on the direct and vicarious links between suspensions for minor infraction and adolescents’ academic achievement
The intended purpose of exclusionary discipline is to improve the learning environment by removing disruptive students; however, emerging evidence has suggested that these practices may have the opposite effect. Exclusionary discipline-especially policies that use suspensions as punishment for minor, developmentally normative behavioral infractions-is a known threat to suspended students' academic achievement, but few have examined whether and ho…
Socially Anxious Science Achievers
Coordinating the Mesosystem
To reduce the number of chronically absent students in schools annually, cities and municipalities across the United States have implemented programs, initiatives, and invested resources into educational reforms that would lead to improvement in school attendance. Drawing on ecological systems theory and interview data, we examined how organizations within Pittsburgh, Pennsylvania directly worked with students, collaborated with each other, and f…
Feeling and Acting like a Teacher
Background/Context Empirical research indicates that teachers across ages and academic contexts regularly engage in emotional labor, and this emotional labor contributes to their job satisfaction, teaching effectiveness, burnout, and emotional well-being both within and outside the classroom. However, because the initial research on emotional labor was situated in the service industries (e.g., restaurants, call centers, airlines), researchers hav…
Socially Anxious Science Achievers
Coordinating the Mesosystem
To reduce the number of chronically absent students in schools annually, cities and municipalities across the United States have implemented programs, initiatives, and invested resources into educational reforms that would lead to improvement in school attendance. Drawing on ecological systems theory and interview data, we examined how organizations within Pittsburgh, Pennsylvania directly worked with students, collaborated with each other, and f…
Does anyone benefit from exclusionary discipline? An exploration on the direct and vicarious links between suspensions for minor infraction and adolescents’ academic achievement
The intended purpose of exclusionary discipline is to improve the learning environment by removing disruptive students; however, emerging evidence has suggested that these practices may have the opposite effect. Exclusionary discipline-especially policies that use suspensions as punishment for minor, developmentally normative behavioral infractions-is a known threat to suspended students' academic achievement, but few have examined whether and ho…
Fostering school equity
Despite numerous efforts to attenuate the Black-White discipline gap in U.S. schools, Black students are still suspended for minor infractions at a disproportionately higher rate than their White peers. Using a racially diverse sample ( n = 1,515; M age = 12.7; 50% boys; 72% Black, 28% White), this 3-year longitudinal study examined whether student perceptions of school racial socialization practices (i.e., cultural socialization, promotion of cu…
The spillover effect of school suspensions on adolescents' classroom climate perceptions and academic achievement
Employment status and psychosocial adjustment among adolescents and parents during the Covid-19 pandemic
During the COVID-19 pandemic, many families experienced financial and health stressors associated with parental employment. Using multi-informant and daily-diary data from a nationwide U.S. sample of parents and children (626 dyads; 18,780 daily assessments across 30 days: May 18, 2020-June 1, 2020, October 19, 2020-November 2, 2020; parents: M age = 43, 15% male; children: M age = 15, 42% male; 36% Black, 26% White, 14% multiracial, 12% Latinx, …
The protective and promotive effects of parent racial–ethnic socialization on Asian American adolescents’ psychosocial well-being
Families of color often face daily racist incidents that lead to dynamic interactions and race-based messaging between parents and children; however, few studies have examined this phenomenon in Asian American families. Using 60 days of daily-diary data from a national sample of 108 adolescents (53.7% girls; range = 11-18-year-old; M age = 14.8 years, SD age = 1.7, 29.6% low-income), this study examined (a) how different forms of parental racial-…
Using a Robust Moderated Mediation Approach to Understand Associations Between Classroom Quality, Mindset Beliefs, Engagement, and Student Achievement in Math and Science
Using a robust moderated mediation approach with a socioeconomically diverse sample of 1,532 adolescents(M age = 14.61 years; 51% female; 68% White, 28% Black; 48% economically disadvantaged), this study tested whether growth mindset and behavioral engagement mediated the link between classroom quality and math and science achievement and whether effects varied by race or socioeconomic status. Student engagement, but not mindset, significantly me…
How growth mindset shapes math achievement
Although the positive role of a growth mindset in adolescent math learning is widely recognized, little is known about the moderating role of classroom practices, the mediating role of engagement, or developmental patterns in these relations. One thousand three hundred thirty adolescents in Grades 8, 10, and 12 attending 14 U.S. urban public schools ( M age = 15.50, SD age = 1.56; 54% female; 69% White, 26% Black; 49% low-income) participated in …
Psychology (8 works) · Developmental psychology (6 works) · Academic achievement (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Clinical Psychology (3 works) · Early Childhood Education and Development (3 works) · Education Discipline and Inequality (3 works) · Medicine (3 works) · Pedagogy (3 works)