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Direct linkLu Wang; Kristen D. Gulish; Alisha R. Pollastri – School Mental Health, 2024
In this mixed-methods experiment, we examined the impacts of an externally provided rationale and teachers' own beliefs on cognitive, emotional, and behavioral responses to student misbehavior. Teachers (N = 120) viewed a video describing three instances of a student's misbehavior, then were randomly assigned to receive one of three explanatory…
Descriptors: Teacher Attitudes, Teacher Behavior, Responses, Student Behavior
Calpanaa Jegatheeswaran; Samantha Burns; Jennifer Jenkins; Michal Perlman – Early Education and Development, 2024
Suboptimal parenting characterized by low self-efficacy and perceived impact is associated with poor child mental health and academic outcomes, especially for at-risk families. This study capitalized on a longitudinal study conducted prior to and after the onset of the COVID-19 pandemic to test how prior parenting cognitions and environmental risk…
Descriptors: Mothers, Child Rearing, Parenting Styles, Mental Health
Rosencrans, Margaret; McIntyre, Laura Lee – American Journal on Intellectual and Developmental Disabilities, 2020
The current study explored cross-sectional relations between coparenting quality and child problem behaviors, as measured by parent report and direct observation, in families of school-aged children previously identified with a developmental delay in early childhood. Parents' reports of difficulty with coparenting problems predicted child problem…
Descriptors: Child Rearing, Parent Attitudes, Behavior Problems, Child Behavior
Kunemund, Rachel L.; Nemer McCullough, Shannon; Williams, Chelsea D.; Miller, Chantelle C.; Sutherland, Kevin S.; Conroy, Maureen A.; Granger, Kristen – Psychology in the Schools, 2020
The far-reaching impacts of the teacher-child relationship, including academic achievement and social/behavioral adjustment, have been well-documented. At the same time, literature also suggests that teacher perceptions of teacher-child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching…
Descriptors: Self Efficacy, Racial Differences, Teacher Student Relationship, Teacher Attitudes
Download full textEmily H. Becher; Sunghun Lim; Jenifer K. McGuire; Sharon Powell; Ellie M. McCann; Sarah E. Cronin; Veronica Deenanath – Family Science Review, 2022
This article describes a quasi-experimental design study comparing a sample of divorcing parents who attended a divorce education program to a sample of divorcing parents who did not attend a divorce education program. The data were analyzed using four child outcomes (emotional symptoms, conduct problems, peer problems, prosocial behaviors), with…
Descriptors: Divorce, Predictor Variables, Parent Education, Program Effectiveness
Di Giunta, Laura; Rothenberg, W. Andrew; Lunetti, Carolina; Lansford, Jennifer E.; Pastorelli, Concetta; Eisenberg, Nancy; Thartori, Eriona; Basili, Emanuele; Favini, Ainzara; Yotanyamaneewong, Saengduean; Peña Alampay, Liane; Al-Hassan, Suha M.; Bacchini, Dario; Bornstein, Marc H.; Chang, Lei; Deater-Deckard, Kirby; Dodge, Kenneth A.; Oburu, Paul; Skinner, Ann T.; Sorbring, Emma; Steinberg, Laurence; Tapanya, Sombat; Uribe Tirado, Liliana Maria – Developmental Psychology, 2020
The present study examines parents' self-efficacy about anger regulation and irritability as predictors of harsh parenting and adolescent children's irritability (i.e., mediators), which in turn were examined as predictors of adolescents' externalizing and internalizing problems. Mothers, fathers, and adolescents (N = 1,298 families) from 12…
Descriptors: Mothers, Fathers, Psychological Patterns, Emotional Response
Kuok, Angus C. H.; Teixeira, Vitor; Forlin, Chris; Monteiro, Elisa; Correia, Ana – International Journal of Disability, Development and Education, 2022
This study examined responses from 508 full-time teachers working in inclusive schools in Macao (SAR). The intention was to understand the teachers' perceptions about their roles and how they responded to inclusive practices in their school. Teachers' perceived levels of emotional exhaustion and cognitive work engagement were assessed in relation…
Descriptors: Foreign Countries, Self Efficacy, Teacher Role, Teacher Burnout
Dugyala, Madhuri; Poyrazli, Senel – Psycho-Educational Research Reviews, 2021
The transition to college and its associated social challenges could trigger social anxiety and depression among young college students. There is a paucity of literature relating coping self-efficacy, coping strategies, social anxiety and depression. The current study aims to fill this gap by finding the contributions of gender, coping…
Descriptors: Anxiety, Undergraduate Students, Stress Variables, Depression (Psychology)
Choi, Jeong-Kyun; Hatton-Bowers, Holly; Shin, Jiwon – Early Child Development and Care, 2022
Our study extends the understanding of how three distinct environments including home, childcare, and neighbourhood may influence young children's problematic behaviours among a sample of predominantly unmarried mothers residing in urban communities in the United States. With a sample of 791 mothers we examined whether neighbourhood disadvantage…
Descriptors: Predictor Variables, Toddlers, Behavior Problems, Poverty
Vlah, Nataša; Velki, Tena; Kovacic, Emina – Center for Educational Policy Studies Journal, 2021
Both the quality and quantity of teachers' experiences of self-competence in dealing with pupils with symptoms of Attention Deficit Hyperactivity Disorder have been the subject of a great deal of research. The permanent monitoring of the levels at which teachers accomplish such competencies, which have a positive effect on the improvement of…
Descriptors: Students with Disabilities, Attention Deficit Hyperactivity Disorder, Teacher Competencies, Self Efficacy
Nocentini, Annalaura; De Luca, Lisa; Palladino, Benedetta Emanuela; Menesini, Ersilia – European Journal of Developmental Psychology, 2023
This study explored the profiles of Longitudinal Life Environmental Satisfaction (LLES) during the COVID-19 pandemic, evaluating their predicting role in social-emotional adjustment in children and early adolescents. 488 children (M[subscript age] = 8.54; SD = 0.63), and 129 early adolescents (M[subscript]age = 11.08, SD = 0.48) completed two…
Descriptors: Foreign Countries, Children, COVID-19, Pandemics
Catherine M. Corbin; Pilar Alamos; Amy E. Lowenstein; Jason T. Downer; Joshua L. Brown – Grantee Submission, 2019
Teaching is a uniquely stressful profession. Though previous work has drawn attention to the high levels of burnout teachers report experiencing and its impact on students, comparatively less work has investigated what influences teachers' burnout itself. Guided by Lazarus' (1991) transactional model of stress and coping, the present study…
Descriptors: Teacher Student Relationship, Predictor Variables, Teacher Burnout, Conflict
Malak, Md. Saiful; Sharma, Umesh; Deppeler, Joanne M. – Cambridge Journal of Education, 2018
This study examined the relationships between primary schoolteachers' attitudes, efficacy beliefs and perceived support and their behavioural intentions in regard to teaching students who display inappropriate behaviour in regular classrooms. Ajzen's Theory of Planned Behaviour (TPB) was used to guide the conceptual framework of the study. A total…
Descriptors: Elementary School Teachers, Intention, Teacher Behavior, Student Behavior
Sørlie, Mari-Anne; Hagen, Kristine Amlund; Nordahl, Kristin Berg – International Journal of School & Educational Psychology, 2021
This study examined the development of social skills across five measurement points from 4th through 7th grade, and the influence of child gender and school-related factors on the level and growth of social skills, in a large sample of normally developing children in Norway (N = 2,076). On average, children's social skills scores increased…
Descriptors: Skill Development, Social Development, Interpersonal Competence, Elementary School Students
Börnert-Ringleb, Moritz; Casale, Gino; Hillenbrand, Clemens – European Journal of Special Needs Education, 2021
The school closures during the COVID-19 outbreak triggered a shift towards digital learning. Whilst this is a major challenge for mainstream education, the implementation of digital learning poses an even bigger challenge for special education teachers, as they are confronted with different learning requirements which might hinder digital learning…
Descriptors: Predictor Variables, Electronic Learning, Special Education Teachers, Elementary Secondary Education
