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Direct linkEddy, Colleen L.; Huang, Francis L.; Cohen, Daniel R.; Baker, Kirsten M.; Edwards, Krista D.; Herman, Keith C.; Reinke, Wendy M. – School Psychology Review, 2020
Teacher emotional factors influence the classroom environment. The purpose of the study was to examine the association of teacher emotional exhaustion and teacher efficacy with student office discipline referrals (ODRs), in-school suspensions (ISSs), and out-of-school suspensions (OSSs) using multilevel logistic regression models. The sample…
Descriptors: Psychological Patterns, Fatigue (Biology), Self Efficacy, Predictor Variables
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
Merritt, Eileen G.; Wanless, Shannon B.; Rimm-Kaufman, Sara E.; Cameron, Claire; Peugh, James L. – School Psychology Review, 2012
The present observational study used hierarchical linear modeling to examine predictors of children's social and self-regulatory outcomes in first-grade classrooms. Specifically, goals were the following: (1) to explore relations between emotionally supportive teacher-child interactions and children's social behaviors (aggression with peers,…
Descriptors: Elementary School Teachers, Teacher Student Relationship, Psychological Patterns, Social Behavior
