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Direct linkWentzel, Kathryn R.; Russell, Shannon; Baker, Sandra – Journal of Educational Psychology, 2016
We examined perceived emotional support and expectations from parents, teachers, and classmates in relation to Mexican American adolescents' (n = 398) social behavior and academic functioning. Results of regression analyses indicated that direct associations between emotional support and expectations differ as a function of source and domain;…
Descriptors: Mexican Americans, Emotional Development, Expectation, Parent Role
King-Sears, Margaret E.; Strogilos, Vasilis – International Journal of Inclusive Education, 2020
In this exploratory study, self-rated measures from two co-teachers who taught mathematics to a group of students with and without disabilities were gathered to determine perspectives about their co-teaching experiences. Students also completed three measures. Students and co-teachers agreed that the "one-teach, one observe or drift"…
Descriptors: Team Teaching, Mathematics Instruction, Regular and Special Education Relationship, Students with Disabilities
Madjar, Nir; Chohat, Ronny – Educational Psychology, 2017
The current study aimed to explore the concept of transition self-efficacy, which is defined as individuals' subjective evaluation of their ability to execute the actions required for a successful transition from elementary to middle school. The study followed a sample of 128 sixth-grade students for 2 consecutive years (before and after the…
Descriptors: Middle School Students, Academic Achievement, Academic Ability, Self Concept
