This study examines the association between class size, teacher characteristics and five non-cognitive student outcomes (i.e., self-control, interpersonal skills, approaches to learning, externalizing and internalizing problem behaviors) in grades K-3. Individual fixed-effects, that control for observed and unobserved time-invariant factors,…

Research suggests that a childhood diagnosis of Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) is associated with poorer teacher-child relationship quality and higher rates of externalising behaviours. It is proposed that the socio-emotional problems experienced by those children with ASD and/or ADHD lead to poor…

Over the years, Catholic schools have been particularly committed to the formation of sound character, including the acquisition of self-discipline. Researchers at the Thomas B. Fordham Institute wanted to know whether students in Catholic school actually exhibit more self-discipline than their peers--and if so, what those schools can teach other…

Adam Wright, Michael A. Gottfried, and Vi-Nhuan Le demonstrate empirically that minority teachers have a positive impact on the "social-emotional development" of American minority kindergarten children. Their analyses of 2010-2011 data from the Early Childhood Longitudinal Study focus on measurable effects in four social and affective…

Cognitive-behavioral interventions (CBIs) are effective in decreasing externalizing behavior in school-aged children. To ensure that CBIs meet the needs of a diverse student population, it is important to examine whether intervention effectiveness is influenced by characteristics common to students identified with problem behaviors. In this study,…

This study investigated the psychometric properties of a Turkish-language adaptation of the Social and Emotional Health Survey-Secondary (SEHS-S), a measure of core psychological assets hypothesized to be associated with adolescents' flourishing mental health. Convenience samples of students (Grades 9-12) from six Turkish high schools were used;…

The purpose of the current study was to understand the association between bullying experiences (i.e., bullying, victimization, and defending) and social, emotional, and cognitive factors. The social factor was social skills (i.e., empathy, assertion, cooperation, responsibility); the emotional factor was emotional difficulties (i.e., personal…

Despite the vast body of research examining the relationship between full-day kindergarten attendance and children's outcomes, little is known about the effects of full-day kindergarten on children with disabilities (i.e., students with 1 of the 13 categories of disabilities recognized under federal law). This study fills this research void by…

Consistent with models of environmental sensitivity (Pluess, 2015), research suggests that the effects of parents' behaviors on child adjustment are stronger among children who struggle to regulate their thoughts, feelings, and behaviors compared with children with better self-regulation. This study extended prior research by assessing maternal…

The purpose of this study was to examine the mediational effects of dysfunctional beliefs and difficulties in emotional regulation on children's perception of interparental conflict and subsequent internalizing and externalizing problems. The participants in this study were 335 fifth grade elementary school students in Korea. We hypothesized that…

Background: Previous research has suggested that severity of intellectual disability (ID) and topography of behaviour may influence staff causal attributions regarding challenging behaviour. Subsequently, these causal attributions may influence helping behaviours. This study investigated the relationship between attributions of control over…

The purpose of this mixed methods study was to examine the effect of a multiple high-risk behaviors prevention program applied comprehensively throughout an entire school-system involving universal, selective, and indicated levels of students at a local private high school during a 4-year period. The prevention program was created based upon the…

Understanding disparities in school readiness among America's children when they begin kindergarten is critically important, now more than ever. In today's 21st century global economy, it is expected that the great majority of children will complete high school ready to enter college or begin a career, and assume their civic responsibilities. This…

Inequalities in education outcomes such as test scores or degree attainment have been at the center of education policy debates for decades. Indeed, the first seminal national report on the state of U.S. education--the 1966 Coleman Report--examined some of these inequalities 50 years ago. Since then, researchers have examined performance gaps by…

This study investigated gender differences in the moderating and mediating effects of responses to stress on the association between perceived peer stress and symptoms of psychopathology. A sample of 295 middle school students (63.7% female; M[subscript age] = 12.39 years, SD = 0.99) completed self-report surveys on stress, coping, and behavioral…