The present study examined the factor structure of the Teacher Involvement Questionnaire (Involve-T) by means of exploratory factor analysis and examined the association between children's socio-emotional and behavioural problems and teacher-reported parental involvement in school, using structural equation modelling. The study was conducted with…

Although quality of the teacher-student relationship contributes to school adjustment, students who experience difficulties appear to be least likely to benefit from positive interactions with their teachers. It was of interest to explore a broadened conceptualization of teacher-student relationship that considers both emotional connection and…

Objective: To test Goodman's theoretical 5-factor model of the Strengths and Difficulties Questionnaire (SDQ) in an analysis of the Norwegian parent (P) and teacher (T) versions of the questionnaire. Method: The T-SDQ was analyzed for 8,999 (95.4% of all) children in primary school grades 2-4 in Bergen, Norway, whereas the P-SDQ was examined for…

The purpose of this study was to investigate the reliability and validity of a newly developed survey instrument, the "Primary Practices Questionnaire" ("PPQ"), designed to measure first, second, and third grade teachers' perceived use of developmentally appropriate practices. The initial item pool was reviewed for content…

Two studies describe the development of a comprehensive, vignette-based measure of social information processing (SIP) particularly relevant for children with internalizing problems. Study 1 (N = 219 3rd-6th graders) describes the creation of the Children's Evaluation of Everyday Social Encounters Questionnaire (ChEESE-Q) and evidence for its…

The present study examined the validity of the Basic Empathy Scale (BES) [Jolliffe, D., & Farrington, D. P. (2006a). Development and validation of the Basic Empathy Scale. "Journal of Adolescence," 29, 589-611; Jolliffe, D., & Farrington, D. P. (2006b). Examining the relationship between low empathy and bullying. "Aggressive…

We propose that researchers should utilize ratio scores when examining the response styles theory rather than examine each of the response styles separately. Higher ratio scores indicate a higher probability of engaging in ruminative, as opposed to distracting and problem solving, behaviors. In Phase One, we examined the factor structure and…