Consequential reasoning relevant to moral development has not been effectively practised in elementary schools in Taiwan. The present study designed a "To Do or Not To Do" website for students to explore moral dilemma situations and exercise consequence-based moral reasoning. Effective data from 160 fifth-grade students were collected…

Teachers promote student learning and well-being in school by establishing a supportive classroom structure. The term "classroom structure" refers to how teachers design tasks, maintain authority, and evaluate student achievement. Although empirical studies have shown the relation of classroom structure to student motivation, achievement, and…

In this short-term longitudinal study, we systematically examined the distinctiveness of guilt- and shame-proneness in early adolescents (N = 395, mean age = 11.8 years) in terms of differential relations with peer reported prosocial behavior, withdrawal, and aggression. Results from structural equation modeling indicated that guilt-proneness…

Student misbehavior is a pervasive problem and may seriously affect academic achievement. Previous research hints at different effects depending on whether achievement tests or achievement judgments are used as academic outcomes. Previous research also indicates that low achievement can conversely contribute to problem behavior and that low…

Symbolic interaction and stage-environment fit theories were used to examine associations between several aspects of the perceived school environment and youths' school-related experiences during the first semester of middle school in a sample of 390 youth living in a southeastern U.S. county. Perceived school environment included learning…

Although the role of school engagement in influencing children's academic competence has been recognized in past theory and research, how school engagement may mediate the relationships between ecological and personal resources and academic competence remains largely unknown. Using structural equation modeling procedures, the present study was…

Many young children exhibit aggressive and disruptive behaviors at early ages. However, while aggressive behaviors are normative and serve as a way to communicate needs in the midst of developing verbal abilities, continued disruptive behavior can lead to stable or increasing levels of behavioral dysregulation, oppositionality and aggression.…

This study examined linkages between divorce, depressive/withdrawn parenting, and child adjustment problems at home and school. Middle class divorced single mother families (n=35) and 2-parent families (n=174) with a child in the fourth grade participated. Mothers and teachers completed yearly questionnaires and children were interviewed when they…