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The Importance of Teacher-Student Relationships in Classrooms with 'Difficult' Students: A Multi-Level Moderation Analysis of Nine Berlin Secondary Schools
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Dietrich, Lars; Zimmermann, David; Hofman, Josef – European Journal of Special Needs Education, 2021
Meta-analyses suggest that instructional quality in the classroom and the quality of teacher-student relationships (TSR) predict positive social-emotional and achievement-related outcomes. Psychoanalytic theory asserts that positive teacher-student relationships are particularly important for outcomes in classrooms with more students with severe…
Descriptors: Teacher Student Relationship, Secondary School Students, Foreign Countries, Behavior Problems
The Mediating Role of Teacher Self-Efficacy in the Relation between Teacher-Child Race Mismatch and Conflict
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Kunemund, Rachel L.; Nemer McCullough, Shannon; Williams, Chelsea D.; Miller, Chantelle C.; Sutherland, Kevin S.; Conroy, Maureen A.; Granger, Kristen – Psychology in the Schools, 2020
The far-reaching impacts of the teacher-child relationship, including academic achievement and social/behavioral adjustment, have been well-documented. At the same time, literature also suggests that teacher perceptions of teacher-child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching…
Descriptors: Self Efficacy, Racial Differences, Teacher Student Relationship, Teacher Attitudes
The Relation of Teachers' Emotional Intelligence and Students' Social Skills to Students' Emotional and Behavioral Difficulties: A Study of Preschool Teachers' Perceptions
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Poulou, Maria S. – Early Education and Development, 2017
The present study used hierarchical linear modeling to examine predictors of students' emotional and behavioral difficulties in preschool classrooms. Specifically, the study examined (a) the link between teachers' perceptions of their own emotional intelligence and students' emotional and behavioral difficulties, (b) the link between teachers'…
Descriptors: Emotional Intelligence, Interpersonal Competence, Behavior Problems, Emotional Problems
Adolescent Mental Health: Neighborhood Stress and Emotional Distress
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Snedker, Karen A.; Herting, Jerald R. – Youth & Society, 2016
The purpose of this article is to explore the role of neighborhood characteristics, specifically economic disadvantage/advantage, residential instability, and racial/ethnic heterogeneity on emotional distress (depressed affect, anxiety, hopelessness) among youth. Using a regional sample of adolescents and matching their data to census tracts, we…
Descriptors: Adolescents, Mental Health, Correlation, Community Characteristics
The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial
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Reinke, Wendy M.; Herman, Keith C.; Dong, Nianbo – Grantee Submission, 2018
This group randomized controlled trial (RCT) evaluated the efficacy of Incredible Years Teacher Classroom Management Program (IY TCM) on student social behavioral and academic outcomes among a large diverse sample of students within an urban context. Participants included 105 teachers and 1817 students in kindergarten to third grade. Three-level…
Descriptors: Randomized Controlled Trials, Classroom Techniques, Teacher Attitudes, Elementary School Teachers
Effect of Tools for Getting along on Student Risk for Emotional and Behavioral Problems in Upper Elementary Classrooms: A Replication Study
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Smith, Stephen W.; Daunic, Ann P.; Aydin, Burak; Van Loan, Christopher L.; Barber, Brian R.; Taylor, Gregory G. – School Psychology Review, 2016
Social-emotional learning curricula to prevent student problematic behaviors should play a prominent role in public school instruction. While social-emotional curricula have been shown to be effective, there are few replication studies that substantiate their capacity to improve outcomes for students who exhibit problem behaviors. Thus, we…
Descriptors: Elementary School Students, Emotional Problems, Behavior Problems, Risk