Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.

中文翻译：

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影响弱势学生成绩的社会情感因素：缩小成绩差距。

尽管集中精力改善弱势学生的较差学业成绩，这些学生与其他学生的考试成绩之间仍然存在巨大的成绩差距（Jencks & Phillips, 1998；国家教育统计中心，2000a, 2000b；Valencia & Suzuki, 2000）。现有研究使用生态模型来记录影响学业成绩的多个影响层面的社会情感因素。本文将不同角度的想法整合到一个全面的跨学科模型中，该模型将向政策制定者、管理人员和学校通报社会情感因素，这些因素既是弱势学生学习和学业成功机会的风险因素，也是保护因素。回顾了影响成绩表现的四个关键社会情感因素（学术和学校依恋、教师支持、同伴价值观和心理健康）。