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Bostic B, Schock N, Jeon L, Buettner CK. Early childhood teachers' sense of community and work engagement: Associations with children's social, emotional, and behavioral functioning. J Sch Psychol 2023; 98:133-147. [DOI: 10.1016/j.jsp.2023.02.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 07/22/2022] [Accepted: 02/28/2023] [Indexed: 04/05/2023]
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2
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Lapan C, Rimm-Kaufman SE, Merritt EG. Promoting fourth-grade students’ autonomy, competence, and relatedness through service-learning. Applied Developmental Science 2022. [DOI: 10.1080/10888691.2022.2149522] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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3
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Wu G, Zhang L. Longitudinal Associations between Teacher-Student Relationships and Prosocial Behavior in Adolescence: The Mediating Role of Basic Need Satisfaction. Int J Environ Res Public Health 2022; 19:14840. [PMID: 36429557 PMCID: PMC9690940 DOI: 10.3390/ijerph192214840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Revised: 10/24/2022] [Accepted: 11/03/2022] [Indexed: 06/16/2023]
Abstract
The quality of teacher-student relationships has been shown to relate to adolescents' prosocial behavior, but the motivational mechanisms underlying this association remained unclear. Based on relationships motivation theory (RMT), we examined whether the associations between teacher-student relationships (closeness and conflict) and prosocial behavior are bidirectional, and the mediating role of basic psychological need satisfaction (autonomy, competence, and relatedness need satisfaction) in these links. Data were collected from a sample of 438 secondary school students who completed a survey at two-time points over eight months. The cross-lagged autoregressive model revealed that the relation between close teacher-student relationship and prosocial behavior was bidirectional over time. Moreover, relatedness need satisfaction mediated the positive effect of close teacher-student relationship and the negative effect of teacher-student relationship conflict on adolescents' prosocial behavior. This study highlights the importance of close teacher-student relationship and relatedness need satisfaction to foster adolescents' prosocial behavior.
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Affiliation(s)
- Guoqiang Wu
- School of Psychology, Shaanxi Normal University, Xi’an 710062, China
- School of Teachers Education, Xi’an University, Xi’an 710065, China
| | - Lijin Zhang
- School of Psychology, Shaanxi Normal University, Xi’an 710062, China
- Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi’an 710062, China
- Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, Xi’an 710062, China
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4
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Harvey E, Lemelin JP, Déry M. Student-teacher relationship quality moderates longitudinal associations between child temperament and behavior problems. J Sch Psychol 2022; 91:178-194. [DOI: 10.1016/j.jsp.2022.01.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Revised: 11/12/2021] [Accepted: 01/17/2022] [Indexed: 10/19/2022]
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5
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Metin Aslan Ö, Boz M. Moderating Effects of Teacher-Child Relationship on the Association Between Unsociability and Play Behaviors. J Genet Psychol 2022; 183:180-196. [PMID: 35081879 DOI: 10.1080/00221325.2022.2029811] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The present study aimed to examine the moderating role of the quality of the relationship between children and their teachers (i.e., closeness and conflict), in children's unsociability and play behaviors (i.e., reticent behavior, social play). Participants were 211 three- to six-year-old children (M = 64.08 months, SD = 10.92, 94 girls, 117 boys). Mothers reported their unsociability; teachers reported teacher-child relationships and children's play behaviors. Results showed that close teacher-child relationships moderated the association between unsociability and social play in children (buffering effect). Teacher-child conflict exacerbated the relations between unsociability and reticent behavior. Findings show that teacher-child closeness is effective in revealing social play behaviors of unsociable children. Teachers can improve their relationship with unsociable children to provide nurturing social play behavior.
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Affiliation(s)
- Özge Metin Aslan
- Department of Primary Education, Division of Preschool Education, Alanya Alaaddin Keykubat University, Alanya/Antalya, Turkey
| | - Menekşe Boz
- Faculty of Education, Department of Primary Education, Division of Preschool Education, Hacettepe University, Ankara, Turkey
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6
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Gözüm AİC, Aktulun ÖU. Relationship between Pre-Schoolers’ self-regulation, language, and early academic skills: The mediating role of self-regulation and moderating role of gender. Curr Psychol 2021; 40:4718-4740. [DOI: 10.1007/s12144-021-01699-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
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7
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Sankalaite S, Huizinga M, Dewandeleer J, Xu C, de Vries N, Hens E, Baeyens D. Strengthening Executive Function and Self-Regulation Through Teacher-Student Interaction in Preschool and Primary School Children: A Systematic Review. Front Psychol 2021; 12:718262. [PMID: 34489822 PMCID: PMC8417378 DOI: 10.3389/fpsyg.2021.718262] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Accepted: 07/22/2021] [Indexed: 01/03/2023] Open
Abstract
Executive functions (EF) and self-regulation (SR) are fundamental for children's learning, school functioning and academic achievement. EF/SR fail to develop to its full potential if contextual stimulation is not adequately presented. This is evident in the training programmes directly and exclusively targeting EF/SR stimulation, which lack durable and transferable effects. Therefore, recent research has shifted the attention towards malleable environmental factors; more specifically, to the role of school and classroom environment as an important developmental context for promoting children's EF/SR skills and, in turn, their cognition and behaviour. Numerous observational studies have shown a correlation between the quality of teacher-student relationship (TSR) at the dyadic level or teacher-student interaction (TSI) at the classroom level and children's EF/SR skills. To explore the direction of this association, the objective of this systematic literature review was to examine the causal effect of experiments and interventions that aim to improve children's EF/SR by manipulating the TSI. Overall, the results from 18 included studies indicated that children in treatment groups show higher gains, albeit small-sized, in EF/SR performance compared to controls. Furthermore, TSI manipulation seemed to affect children's SR skills more strongly than children's EF skills. More importantly, the findings revealed the largest effects of these manipulations in children considered vulnerable or disadvantaged, suggesting that the cognitive deficits can be minimised if these children are supported appropriately. Given high study heterogeneity, this review highlights the need for more research (and interventions) explicitly investigating TSI and TSR and their potential impact on EF and SR in children. This study aims to provide information as to which specific aspects need to be examined more closely, instructing further development and implementation of efficient and effective interventions in education.
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Affiliation(s)
- Simona Sankalaite
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Mariëtte Huizinga
- Department of Educational and Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Jolien Dewandeleer
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Canmei Xu
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Nicky de Vries
- Department of Educational and Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Emma Hens
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Dieter Baeyens
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
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8
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Saeed M, Zhao Q, Zhang B, Li C. Does teacher’s emotional support amplify the relationship between parental warm support and academic achievement via self-control in Chinese adolescents: A longitudinal moderated mediation model. Curr Psychol 2021. [DOI: 10.1007/s12144-021-01695-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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9
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Rights JD, Preacher KJ, Cole DA. The danger of conflating level-specific effects of control variables when primary interest lies in level-2 effects. Br J Math Stat Psychol 2020; 73 Suppl 1:194-211. [PMID: 31853965 DOI: 10.1111/bmsp.12194] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2018] [Revised: 10/21/2019] [Indexed: 06/10/2023]
Abstract
In the multilevel modelling literature, methodologists widely acknowledge that a level-1 variable can have distinct within-cluster and between-cluster effects, and that failing to disaggregate these can yield a slope estimate that is an uninterpretable, conflated blend of the two. Methodologists have stated, however, that including conflated slopes of level-1 variables in a model is not problematic if substantive interest lies only in effects of level-2 predictors. Researchers commonly follow this advice and use methods that do not disaggregate effects of level-1 control variables (e.g., grand mean centering) when examining effects of level-2 predictors. The primary purpose of this paper is to show that this is a dangerous practice. When level-specific effects of level-1 variables differ, failing to disaggregate them can severely bias estimation of level-2 predictor slopes. We show mathematically why this is the case and highlight factors that can exacerbate such bias. We corroborate these findings with simulations and present an empirical example, showing how such distortions can severely alter substantive conclusions. We ultimately recommend that simply including the cluster mean of the level-1 variable as a control will alleviate the problem.
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Affiliation(s)
- Jason D Rights
- University of British Columbia, Vancouver, British Columbia, Canada
| | | | - David A Cole
- Vanderbilt University, Nashville, Tennessee, USA
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10
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Liu Y, Simpkins SD, Vandell DL. Teachers, afterschool program staff, and mothers: Relationships with key adults and children’s adjustment in early elementary school. Applied Developmental Science 2020. [DOI: 10.1080/10888691.2020.1826321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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11
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Sparapani N, Solari E, Towers L, McIntyre N, Henry A, Zajic M. Secondary Analysis of Reading-Based Activities Utilizing a Scripted Language Approach: Evaluating Interactions Between Students With Autism and Their Interventionists. J Speech Lang Hear Res 2020; 63:3130-3154. [PMID: 32857639 DOI: 10.1044/2020_jslhr-19-00146] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Students with autism spectrum disorder (ASD) often exhibit challenges with reading development. Evidence-based interventions and specialized approaches to reading instruction are currently being implemented across educational contexts for learners with ASD (Machalicek et al., 2008), yet there is limited understanding of how core ASD features may impact effective delivery of instruction and student participation. We begin to address this need by evaluating the reciprocity between instructional talk and student participation within a reading intervention utilizing a scripted language approach that was being piloted on students with ASD. Method This study used archival video-recorded observations from the beginning of a reading intervention to examine the interactions between 20 students (18 boys, two girls) with ASD (7-11 years old, M = 9.10, SD = 1.74) and their interventionists (n = 7). Lag sequential analysis was used to examine the frequency of student initiations and responses following the interventionists' use of responsive, open-ended, closed-ended, and directive language. Results Findings describe the types of and illustrate the variability in interactions between students and their interventionists, as well as highlight language categories that are linked to student participation. Conclusions These data provide a snapshot of the nature and quality of interactions between students with ASD and their interventionists. Findings suggest that delivery of instruction, including the language that interventionists use, may be an important area of focus when evaluating the effectiveness of reading-based practices across educational settings for learners with ASD, even within the confines of highly structured interventions.
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Affiliation(s)
- Nicole Sparapani
- University of California, Davis, School of Education
- University of California, Davis, MIND Institute
| | - Emily Solari
- Curry School of Education and Human Development, University of Virginia, Charlottesville
| | - Laurel Towers
- University of California, Davis, School of Education
- University of California, Davis, MIND Institute
| | - Nancy McIntyre
- Frank Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill
| | - Alyssa Henry
- Curry School of Education and Human Development, University of Virginia, Charlottesville
| | - Matthew Zajic
- Curry School of Education and Human Development, University of Virginia, Charlottesville
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12
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Oberle E, Gist A, Cooray MS, Pinto JBR. Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence. Psychol Schs 2020. [DOI: 10.1002/pits.22432] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Affiliation(s)
- Eva Oberle
- The Human Early Learning Partnership, School of Population and Public Health The University of British Columbia Vancouver British Columbia Canada
| | - Alexander Gist
- Department of Educational and Counseling Psychology, and Special Education The University of British Columbia Vancouver British Columbia Canada
| | - Muthutantrige S. Cooray
- The Human Early Learning Partnership, School of Population and Public Health The University of British Columbia Vancouver British Columbia Canada
| | - Joana B. R. Pinto
- Department of Educational and Counseling Psychology, and Special Education The University of British Columbia Vancouver British Columbia Canada
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13
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Mclean L, Sparapani N, Connor CM, Day S. Students’ problem behaviors and teachers’ warmth and demand as predictors of students’ classroom instructional experiences in first grade. Contemporary Educational Psychology 2020; 61:101863. [DOI: 10.1016/j.cedpsych.2020.101863] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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14
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Alamos P, Williford AP. Exploring dyadic teacher–child interactions, emotional security, and task engagement in preschool children displaying externalizing behaviors. Soc Dev 2019. [DOI: 10.1111/sode.12403] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Pilar Alamos
- Center for Advanced Study of Teaching and Learning University of Virginia Charlottesville Virginia
| | - Amanda P. Williford
- Center for Advanced Study of Teaching and Learning University of Virginia Charlottesville Virginia
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15
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Trani JF, Fowler P, Bakhshi P, Kumar P. Assessment of progress in education for children and youth with disabilities in Afghanistan: A multilevel analysis of repeated cross-sectional surveys. PLoS One 2019; 14:e0217677. [PMID: 31181088 PMCID: PMC6557481 DOI: 10.1371/journal.pone.0217677] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2018] [Accepted: 05/16/2019] [Indexed: 11/18/2022] Open
Abstract
Recent study shows that 617 million children and adolescents-or six out of 10 globally- are not acquiring minimum levels in literacy and mathematics, indicating the magnitude of the learning acquisition problem. For children with disabilities in context of conflict, the situation is arguably even worse: the literature shows that they face difficulties to access the education system due to multiple barriers, and when they do access, they are not learning. Our paper examines if an active education policy promoting inclusion since 2005 in Afghanistan, a protracted crisis context, has been effective. Using two cross sectional household surveys carried out eight years apart (2005-2013), our study shows that access to school and literacy did not improve between 2005 and 2013 for children and youth with disabilities. Both access and literacy outcomes were worse for girls with disabilities, those with a mental, learning or associated disability and those living in household where the head was uneducated. Finally, odds of being mentally distressed significantly declined between 2005 and 2013 indicating that schools might play a protective role for children with disabilities in Afghanistan. Our findings suggest that a multilevel multi-pronged adaptation of the existing system to improve the learning experience and promote children's resilience, particularly for children with disabilities, in conflict context such as Afghanistan, is required.
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Affiliation(s)
- Jean-François Trani
- Brown School of Social Work, One Brookings Drive, Washington University in St. Louis, St Louis, MO, United States of America
- * E-mail:
| | - Patrick Fowler
- Brown School of Social Work, One Brookings Drive, Washington University in St. Louis, St Louis, MO, United States of America
| | - Parul Bakhshi
- Program in Occupational Therapy, Washington University School of Medicine in St Louis, MO, United States of America
| | - Praveen Kumar
- School of Social Work, Boston College, McGuinn Hall, Chestnut Hill, MA, United States of America
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16
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Abstract
School readiness includes a constellation of skills and behaviors, such as social and emotional development, language and literacy, and self-regulation that provide a basis critical for classroom participation and learning. Whereas it has been well-established that students who enter kindergarten with weaknesses in language and literacy are more likely to struggle academically, less research has focused on the variability and educational impact of other foundational learning components, including internalizing and externalizing behaviors, particularly in first grade. This study used latent profile analysis to identify the following four subgroups (profiles) of students, using foundational learning components, in a sample of first graders (n = 324): Emergent Hyperactive, Externalizing, Generally Good Students, and Internalizing. Latent class growth analysis illustrated significant differences in the average rate of growth in literacy skills from the beginning to the end of first grade across the four profiles, after controlling for gender and socioeconomic status. Findings indicated the greatest growth in literacy skills for students in the Externalizing profile and the least amount of vocabulary growth for students in the Emergent Hyperactive profile followed by the Internalizing profile. Educational implications of how researchers and educators might consider students' individual differences across profiles of foundational learning components to inform ways to support development and learning in the classroom are discussed.
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Affiliation(s)
| | | | | | | | | | - Leigh McLean
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | - Beth Phillips
- Department of Educational Psychology and Learning Systems, Florida State University
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17
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18
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Jensen MT, Solheim OJ, Idsøe EMC. Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement. Soc Psychol Educ 2019; 22:247-66. [DOI: 10.1007/s11218-018-9475-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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19
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Heilat MQ, Seifert T. Mental motivation, intrinsic motivation and their relationship with emotional support sources among gifted and non-gifted Jordanian adolescents. Cogent Psychology 2019. [DOI: 10.1080/23311908.2019.1587131] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Affiliation(s)
- M. Q. Heilat
- Department of Physiology and Special Education Al-Salt, Al-Balqa Applied University, Al-Salt, Jordan
| | - T. Seifert
- Faculty of Education, Memorial University, St. John’s, NL, Canada
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20
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Acar IH, Kutaka TS, Rudasill KM, Torquati JC, Coplan RJ, Yıldız S. Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior. Curr Psychol 2020; 39:2231-45. [DOI: 10.1007/s12144-018-9901-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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21
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Caughy MO, Mills B, Brinkley D, Owen MT. Behavioral Self-Regulation, Early Academic Achievement, and the Effectiveness of Urban Schools for Low-Income Ethnic Minority Children. Am J Community Psychol 2018; 61:372-385. [PMID: 29603751 PMCID: PMC6023777 DOI: 10.1002/ajcp.12242] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The independent and joint associations between child behavioral self-regulation ability and school effectiveness in relation to academic achievement were examined in a sample of low-income African American (n = 132) and Latino (n = 198) children attending kindergarten and first grade across a large metropolitan area. Child behavioral self-regulation and school effectiveness were positively associated with both reading and mathematics performance. School effectiveness moderated the effect of behavioral self-regulation on reading but not math achievement. Lower child behavioral self-regulation during early elementary school was associated with lower reading achievement the following year but only among children attending less effective schools. Behavioral self-regulation was not related to reading achievement among children attending more effective schools. Implications of these findings for policies addressing disparities in early academic achievement are discussed.
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22
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Sparapani N, Connor CM, McLean L, Wood T, Toste J, Day S. Direct and Reciprocal Effects among Social Skills, Vocabulary, and Reading Comprehension in First Grade. Contemp Educ Psychol 2018; 53:159-167. [PMID: 30078933 PMCID: PMC6071423 DOI: 10.1016/j.cedpsych.2018.03.003] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
Social skills and vocabulary are important areas of development involved in early reading achievement, yet little attention has been given to understanding the dynamic associations among them during the elementary years. This study examined the relations among three dimensions of social skills-cooperation, assertion, and self-control-vocabulary and developing reading comprehension (RC) skills in a longitudinal sample of first graders (n = 468). Using Structural Equation Modeling, reciprocal effects were observed between vocabulary and RC as well as direct effects among social skills, vocabulary, and RC after controlling for the influence of problem behaviors. This study highlights the reciprocal nature of students' vocabulary and RC skills as well as provides preliminary evidence suggesting that social skills play a role in developing vocabulary and RC skills, and further, vocabulary and RC skills play a role in social development during middle childhood. Implications for policy and practice are discussed.
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Affiliation(s)
| | | | - Leigh McLean
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
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23
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Abry T, Rimm-Kaufman SE, Curby TW. Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality. Prev Sci 2017; 18:193-203. [PMID: 27957668 DOI: 10.1007/s11121-016-0743-3] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
School-based social and emotional learning (SEL) programs are presented to educators with little understanding of the program components that have the greatest leverage for improving targeted outcomes. Conducted in the context of a randomized controlled trial, the present study used variation in treatment teachers' (N = 143) implementation of four core components of the Responsive Classroom approach to examine relations between each component and the quality of teachers' emotional, organizational, and instructional interactions in third, fourth, and fifth grade classrooms (controlling for pre-intervention interaction quality and other covariates). We also examined the extent to which these relations varied as a function of teachers' baseline levels of interaction quality. Indices of teachers' implementation of Morning Meeting, Rule Creation, Interactive Modeling, and Academic Choice were derived from a combination of teacher-reported surveys and classroom observations. Ratings of teacher-student classroom interactions were aggregated across five observations conducted throughout the school year. Structural path models indicated that teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions; Academic Choice also related to higher levels of instructional interactions. In addition, teachers' baseline interaction quality moderated several associations such that the strongest relations between RC component use and interaction quality emerged for teachers with the lowest baseline interaction quality. Results highlight the value of examining individual program components toward the identification of program active ingredients that can inform intervention optimization and teacher professional development.
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Affiliation(s)
- Tashia Abry
- Arizona State University, 850 S. Cady Mall, Tempe, AZ, 85287, USA.
| | | | - Timothy W Curby
- George Mason University, 4400 University Drive, Fairfax, VA, 22030, USA
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Davis M, Bilms J, Suveg C. In Sync and in Control: A Meta-Analysis of Parent-Child Positive Behavioral Synchrony and Youth Self-Regulation. Fam Process 2017; 56:962-980. [PMID: 27774598 DOI: 10.1111/famp.12259] [Citation(s) in RCA: 39] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
A growing body of research has highlighted the connection between parent-child positive behavioral synchrony and youth self-regulation; however, this association has yet to be the focus of a meta-analytic review. Therefore, the present meta-analysis aimed to estimate the magnitude of the relation between parent-child positive behavioral synchrony and youth self-regulation and to identify moderator variables that can explain the variability in the degree of this association across the extant literature. A thorough literature search of two major databases, in addition to scanning the reference sections of relevant articles, yielded a total of 10 peer-reviewed articles (24 effect sizes, 658 children) that were eligible for inclusion in the current meta-analysis. Results from the overall mean effect size calculation using a random-effects model indicated that parent-child positive behavioral synchrony was significantly, positively correlated with youth self-regulation and the effect size was medium. Children's ages at the time of synchrony and self-regulation measurements, as well as parent gender, served as significant moderator variables. Findings from the present meta-analysis can help to refine existing theoretical models on the role of the parent-child relationship in youth adjustment. Prevention and intervention efforts may benefit from an increased emphasis on building parent-child positive behavioral synchrony to promote youth self-regulation and thus children's overall well-being.
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Affiliation(s)
- Molly Davis
- Department of Psychology, University of Georgia, Athens, GA
| | - Joanie Bilms
- Department of Psychology, University of Georgia, Athens, GA
| | - Cynthia Suveg
- Department of Psychology, University of Georgia, Athens, GA
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Broekhuizen ML, van Aken MA, Dubas JS, Leseman PP. Child care quality and Dutch 2- and 3-year-olds' socio-emotional outcomes: Does the amount of care matter? Inf Child Dev 2017. [DOI: 10.1002/icd.2043] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Martine L. Broekhuizen
- Faculty of Social and Behavioral Sciences-Child, Family, and Education Studies; Utrecht University; Utrecht The Netherlands
| | - Marcel A.G. van Aken
- Faculty of Social and Behavioral Sciences-Developmental Psychology; Utrecht University; Utrecht The Netherlands
| | - Judith S. Dubas
- Faculty of Social and Behavioral Sciences-Developmental Psychology; Utrecht University; Utrecht The Netherlands
| | - Paul P.M. Leseman
- Faculty of Social and Behavioral Sciences-Child, Family, and Education Studies; Utrecht University; Utrecht The Netherlands
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García VEC, Gómez VLA, Gómez DSM, Marín IPG, Rodas AMC. Madres, padres y profesores como educadores de la resiliencia en niños colombianos. Psicol Esc Educ 2016. [DOI: 10.1590/2175-3539201502031049] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumen El objetivo del estudio consistió en analizar el aporte de las prácticas educativas de madres, padres y profesores en el desarrollo de la resiliencia en niños(as). Se contó con 417 niños(as), 199 profesores, 111 mamás y 80 papás de zona rural de nivel socioeconómico bajo. Fue un estudio transversal, de análisis correlacional, explicativo. Las niñas mostraron mayor nivel de generosidad, laboriosidad y resiliencia total en comparación con los niños. Las mamás tienden a practicar la aceptación y apoyo, la afirmación del poder, el retiro del afecto y el trato rudo más que los papás. Las profesoras también ejercen estás prácticas pero en menor proporción que los dos padres. La aceptación de papás y profesoras, el monitoreo de los dos padres y la afirmación del poder de las profesoras, son variables que pesan de manera significativa en la explicación de resiliencia en los niños(as). Es importante diseñar estrategias de intervención conjuntas en el contexto familiar y escolar desde edades tempranas, con el fin de desarrollar procesos de resiliencia en niños, teniendo en cuenta el papel protagónico de los padres y los profesores en este proceso.
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Aber JL, Tubbs C, Torrente C, Halpin PF, Johnston B, Starkey L, Shivshanker A, Annan J, Seidman E, Wolf S. Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo. Dev Psychopathol 2017; 29:53-67. [PMID: 27866501 DOI: 10.1017/S0954579416001139] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.
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Jungert T, Piroddi B, Thornberg R. Early adolescents' motivations to defend victims in school bullying and their perceptions of student-teacher relationships: A self-determination theory approach. J Adolesc 2016; 53:75-90. [PMID: 27654402 DOI: 10.1016/j.adolescence.2016.09.001] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2015] [Revised: 09/02/2016] [Accepted: 09/02/2016] [Indexed: 11/26/2022]
Abstract
The aim of this study was to investigate whether various dimensions of student-teacher relationships were associated with different types of motivation to defend victims in bullying and to determine the association between these types of motivations and various bystander behaviors in bullying situations among early adolescents in Italy. Data were collected from 405 Italian adolescents who completed a survey in their classroom. Results showed that warm student-teacher relationships were positively associated with defending victims and with autonomous motivation to defend victims. In contrast, conflictual student-teacher relationships were positively associated with passive bystanding and with extrinsic motivation to defend victims. Different forms of motivation to defend were found to be mediators between student-teacher relationship qualities and bystander behaviors in school bullying. Our findings suggest that teachers should build warm and caring student-teacher relationships to enhance students' autonomous motivation to defend victims of bullying as well as their inclination to defend the victims in practice.
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McLean L, Sparapani N, Toste JR, Connor CM. Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement. J Sch Psychol 2016; 56:45-58. [PMID: 27268569 DOI: 10.1016/j.jsp.2016.03.004] [Citation(s) in RCA: 57] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2015] [Revised: 03/23/2016] [Accepted: 03/25/2016] [Indexed: 11/26/2022]
Abstract
This study investigated how quality of the classroom learning environment influenced first grade students' (n=533) time spent in two non-instructional classroom activities (off-task and in transition) and their subsequent literacy outcomes. Hierarchical linear modeling revealed that higher classroom quality was related to higher student performance in reading comprehension and expressive vocabulary. Further, classroom quality predicted the amount of time students spent off-task and in transitions in the classroom, with slopes of change across the year particularly impacted. Mediation effects were detected in the case of expressive vocabulary such that the influence of classroom quality on students' achievement operated through students' time spent in these non-instructional activities. Results highlight the importance of overall classroom quality to how students navigate the classroom environment during learning opportunities, with subsequent literacy achievement impacted. Implications for policy and educational practices are discussed.
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Affiliation(s)
- Leigh McLean
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics, United States
| | - Nicole Sparapani
- Arizona State University, Institute for the Science of Teaching and Learning, United States
| | - Jessica R Toste
- The University of Texas at Austin, College of Education, United States
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Affiliation(s)
- Catherine Cook-Cottone
- a Department of Counseling , School, and Educational Psychology, University at Buffalo, State University of New York , Buffalo , New York , USA
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Mirabile SP, Kodluboy C. Description and validation of a teacher-report version of the Self-Expressiveness in the Family Questionnaire. European Journal of Developmental Psychology 2015. [DOI: 10.1080/17405629.2015.1060215] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Fives A. Modeling the Interaction of Academic Self-Beliefs, Frequency of Reading at Home, Emotional Support, and Reading Achievement: An RCT Study of At-Risk Early Readers in First Grade and Second Grade. Reading Psychology 2015. [DOI: 10.1080/02702711.2015.1055870] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Gestsdottir S, von Suchodoletz A, Wanless SB, Hubert B, Guimard P, Birgisdottir F, Gunzenhauser C, McClelland M. Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland. Applied Developmental Science 2014. [DOI: 10.1080/10888691.2014.894870] [Citation(s) in RCA: 58] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Sette S, Spinrad T, Baumgartner E. Links Among Italian Preschoolers' Socio-Emotional Competence, Teacher-Child Relationship Quality and Peer Acceptance. Early Educ Dev 2013; 24:851-864. [PMID: 24039375 PMCID: PMC3769089 DOI: 10.1080/10409289.2013.744684] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children's social behavior, and peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and peer likability through children's social competence. The findings provide evidence that the teacher-child relationship is critical for children's social behaviors, and that social competence was uniquely related to peer likability.
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