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Karlberg M, Klang N, Svahn J. Positive behavior support in school - a quasi-experimental mixed methods study and a randomized controlled trial. BMC Psychol 2024; 12:521. [PMID: 39354572 PMCID: PMC11443622 DOI: 10.1186/s40359-024-02021-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2024] [Accepted: 09/20/2024] [Indexed: 10/03/2024] Open
Abstract
BACKGROUND While positive school climate is important for students' well-being and mental health, school personnel may experience challenges in creating a nurturing school climate. School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) has shown positive effects on school climate and children's prosocial behaviors, but fewer studies have been conducted in a European context. AIM This project aims to investigate the effectiveness of SW-PBIS program for students' social-emotional skills and academic achievement as well as teachers' and students' perceptions of classroom learning environment. Furthermore, the study intends to evaluate how school-level factors mediate or moderate the effects of the intervention. In addition, the study includes a qualitative evaluation of the dynamic interaction processes that occur during program implementation in local school contexts. METHODS Data on school- and individual-level measures are collected in intervention and control schools. With regard to challenges in retaining control groups over extended time periods, two waves of recruitment are used. In the first wave, an active control group is used and data are collected during three time points. In the second wave, a wait-list control group will be used and data will be collected during two time points during one school year. Hierarchical regression analyses will be conducted to explore the effects of SW-PBIS on the outcomes of the study. An ethno-methodological approach will be applied to provide a detailed examination of the social interactional and meaning-making practices of different school implementation teams, and the negotiation of normative expectations and rules of conduct in peer-teacher-student interactions in different classrooms. DISCUSSION The study is expected to contribute to knowledge on the effects of the SW-PBIS program and how these effects may be mediated or moderated by school-level factors. Combining quantitative and qualitative methods to explore the significance of school contexts in the implementation of the SW-PBIS program constitutes the strength of the study. The challenge in the study is the extended period of implementation of SW-PBIS, which entails difficulties in retaining a control group over the required time period. Therefore, two waves of recruitment are used, encompassing different procedures of allocation to intervention or control group. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT06270914 on the 22nd of February, 2024 (retrospectively registered).
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Affiliation(s)
- Martin Karlberg
- Department of Education, Uppsala university, Box 2136, Uppsala, 750 02, Sweden.
| | - Nina Klang
- Department of Education, Uppsala university, Box 2136, Uppsala, 750 02, Sweden
| | - Johanna Svahn
- Department of Education, Uppsala university, Box 2136, Uppsala, 750 02, Sweden
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Anthony CJ, Ogg J, Winkelman EH. Dynamics of a dynamic interrelationship: Exploring whether bidirectional learning behaviors-achievement relations differ across student-teacher relationship profiles. J Sch Psychol 2024; 104:101308. [PMID: 38871417 DOI: 10.1016/j.jsp.2024.101308] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Revised: 10/06/2023] [Accepted: 03/09/2024] [Indexed: 06/15/2024]
Abstract
Children who engage more in classroom instruction tend to also have higher levels of academic achievement relative to their peers who engage less. Although research has clearly established an association between such learning behaviors and academic achievement, the directionality of this relationship, and the possibility of bidirectional relations, remain unclear. It is possible that this lack of clarity stems from the fact that interrelationships between achievement and learning behaviors may differ across student-teacher relationship contexts. We evaluated this possibility using a large nationally representative sample of kindergarten to third grade students (N = 2010) from the Early Childhood Longitudinal Study-Kindergarten Cohort of 2011. Using latent profile moderation analyses, we identified three profiles of student-teacher relationships across kindergarten through third grade students: (a) Close (68%), (b) Conflictual (16%), and (c) Uninvolved (16%). Our follow-up models identified bidirectional relations that differed across these profiles, indicating more robust bidirectional learning behavior-achievement interrelationships in the Close profile and more unidirectional achievement to learning behavior relations in the Conflictual and Uninvolved profiles. These findings illustrate how differences in environmental contexts impact the relationship between students' learning behaviors and their achievement. Future studies should consider contextual influences when investigating children's academic growth processes and developing interventions.
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Affiliation(s)
- Christopher J Anthony
- School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, USA.
| | - Julia Ogg
- Department of Psychology, Northern Illinois University, USA
| | - Emily H Winkelman
- School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, USA
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Li T, Wang Z, Merrin GJ, Wan S, Bi K, Quintero M, Song S. The Joint Operations of Teacher-Student and Peer Relationships on Classroom Engagement among Low-Achieving Elementary Students: A Longitudinal Multilevel Study. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2024; 77:102258. [PMID: 38463698 PMCID: PMC10922620 DOI: 10.1016/j.cedpsych.2024.102258] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/12/2024]
Abstract
Although both teacher-student relationship (TSR) and peer relationship (PR) have been found important for the development of students' classroom engagement, little research has been done regarding the joint operations of these two factors. Guided by a developmental systems framework, this study examined longitudinal between-person and within-person associations between TSR/ PR and classroom engagement in a sample of 784 low-achieving students in the first three years of elementary school. A multidimensional approach was used to distinguish positive and negative dimensions of TSR, as well as peer liking and disliking. At the between-person level, results showed that students' classroom engagement was positively predicted by positive TSR and PR liking and was negatively predicted by negative TSR and PR disliking. Both positive and negative TSR interacted with PR disliking at the between-person level, such that the associations between positive/negative TSR and classroom engagement were stronger for students with lower levels of PR disliking. At the within-person level, changes in classroom engagement were associated with contemporaneous year-to-year changes in positive/negative TSR and PR disliking. No within-person level interaction effects were found. Cross-level interaction showed that the effects of within-person negative TSR on classroom engagement were stronger for students with lower overall levels of PR disliking. Findings highlighted the importance of using a multilevel multidimensional approach to understand the joint operations of TSR and PR in the development of classroom engagement in low-achieving students in early elementary school.
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Affiliation(s)
- Tianyu Li
- Department of Psychological Science and Counseling, Austin Peay State University, Clarksville, TN, USA
| | - Zhe Wang
- Department of Educational Psychology, Texas A&M University, TX, USA
| | - Gabriel J. Merrin
- Department of Human Development and Family Science, Syracuse University, Syracuse, NY, USA
| | - Sirui Wan
- Department of Psychology, University of Wisconsin-Madison, WI, USA
| | - Kaiwen Bi
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong, China
| | | | - Seowon Song
- Department of Human Development and Family Sciences, Texas Tech University, TX, USA
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He YZ, Liao PC, Chang YT. Enhancing patient-centred care in Taiwan's dental education system: Exploring the feasibility of doctor-patient communication education and training. J Dent Sci 2023; 18:1830-1837. [PMID: 37799875 PMCID: PMC10548035 DOI: 10.1016/j.jds.2023.07.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2023] [Revised: 07/02/2023] [Indexed: 10/07/2023] Open
Abstract
Background/purpose Improved communication can optimize treatment outcomes and patient satisfaction. Findings emphasize the need for tailored communication strategies based on patient characteristics. Implementing communication courses can enhance patient-centered care and reduce conflicts. Therefore, this study examined the feasibility of integrating doctor-patient communication education in Taiwan's dental education system. Materials and methods Using interviews and questionnaires, we conducted descriptive statistics and generalized linear mixed-effects model analysis on the importance of doctor-patient communication from the dentist and patient perspectives. Results More than 600 patient surveys and four interviewed dentists with 20+ years of experience stressed doctor-patient communication in dentistry. Patients' age and income were positively related to the emphasis on physician-patient communication but negatively associated with dental assistants' communication. Dentists valued communication education but differed in its execution and importance. Conclusion It is recommended to initiate dentist-patient communication education during university studies and continue its practice to adapt to the changing societal dynamics. Individuals with higher socioeconomic status and older age show a greater appreciation for dentist-patient communication, potentially driven by self-promotion, thereby highlighting the diverse nature of doctor-patient relationships. Based on our findings, we suggest to implement the doctor-patient communication courses in Taiwan.
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Affiliation(s)
- Yi-Zhou He
- School of Life Science, National Taiwan Normal University, Taipei, Taiwan
| | - Pei-Chun Liao
- School of Life Science, National Taiwan Normal University, Taipei, Taiwan
| | - Yung-Ta Chang
- School of Life Science, National Taiwan Normal University, Taipei, Taiwan
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Semeraro C, Musso P, Cassibba R, Annese S, Scurani A, Lucangeli D, Taurino A, Coppola G. Relation between fluid intelligence and mathematics and reading comprehension achievements: The moderating role of student teacher relationships and school bonding. PLoS One 2023; 18:e0290677. [PMID: 37768944 PMCID: PMC10538704 DOI: 10.1371/journal.pone.0290677] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Accepted: 08/13/2023] [Indexed: 09/30/2023] Open
Abstract
Several studies have shown the relevance among students of the quality of their interpersonal relationships for their academic achievement. Nevertheless, most studies available have explored the relation between the cognitive functioning and academic achievement without taking into account the quality of the relationships experienced in the school environment. Furthermore, the studies that have begun to consider the joint role of these factors in the prediction of academic achievement are scant. Therefore, it appears of relevance to deepen the relation between cognitive functioning and quality of school relationships in order to support students' academic achievement and the potential of youth. In this paper, we examined the moderating role of the quality of student-teacher relationships and school bonding (STR-SB) in the associations of fluid intelligence (Gf) with academic achievement among adolescents (N = 219). A multiple-group structural equation modelling analysis revealed that STR-SB quality moderated unexpectedly only the link between Gf and mathematics. The findings support the idea that the quality of student-teacher relationships may be a relevant dimension to be considered to clarify the association between cognitive functioning and academic achievement.
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Affiliation(s)
- Cristina Semeraro
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Pasquale Musso
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Rosalinda Cassibba
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Susanna Annese
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | | | - Daniela Lucangeli
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
| | - Alessandro Taurino
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Gabrielle Coppola
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
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Sankalaite S, Huizinga M, Warreyn P, Dewandeleer J, Baeyens D. The association between working memory, teacher-student relationship, and academic performance in primary school children. Front Psychol 2023; 14:1240741. [PMID: 37809289 PMCID: PMC10556679 DOI: 10.3389/fpsyg.2023.1240741] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 09/07/2023] [Indexed: 10/10/2023] Open
Abstract
Introduction Early relationships with teachers play an important role in children's development and significantly influence students' cognitive and academic performance. Studies suggest that working memory (WM) is a strong predictor of academic achievement, especially of reading and arithmetic outcomes. The associations between teacher-student relationship (TSR) quality, children's WM skills and their academic performance have been reported in numerous observational studies. However, the potentially bidirectional and temporal nature of the relationships between these constructs is understudied. Methods The purpose of this study was to investigate the relationships between primary school children's WM and TSR by applying a cross-lagged design and measuring these constructs at three time points throughout the academic year. More exploratively, this study investigated how WM and TSR bidirectionally relate to children's academic performance. Results The findings of this study revealed a temporal relationship between WM and TSR: between WM-related problems in the classroom at baseline and conflict at 3-month follow-up, and between closeness at 3-month follow-up and WM-related problems in the classroom at 5-month follow-up. Moreover, the findings showed a bidirectional relationship between arithmetic performance and WM-related problematic behaviour. Discussion This study highlights that relationships between the teacher and students play an important role in supporting students' cognitive and academic development. Importantly, this study suggests that children with WM problems may benefit from interventions that focus on improving their relationships with teachers. Additionally, the findings propose that interventions targeting WM may also have positive effects on children's academic performance.
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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
| | - Petra Warreyn
- Department of Experimental Clinical and Health Psychology, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium
| | - Jolien Dewandeleer
- 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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Margas N. Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives. Front Psychol 2023; 14:1171204. [PMID: 37720649 PMCID: PMC10503060 DOI: 10.3389/fpsyg.2023.1171204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Accepted: 08/11/2023] [Indexed: 09/19/2023] Open
Abstract
Education institutional guidelines around the world agree that building more inclusive schools is a priority. The reality of school practice, however, belies this institutional will. To help fill the gap, this theoretical review documents the value that the construct of classroom climate brings to research and practice in terms of inclusive school development. The article firstly points out that the current main challenge is to develop Inclusive Mainstream Teaching (IMT) in diverse classrooms. Indeed, IMT is needed in all classrooms to guarantee the effectiveness of special accomodating measures in schools that are targeted at special education needs students. Intervening at classroom level is both a pragmatic and powerful way of developing inclusive schooling. However, developing IMT in the classroom remains a challenge for both teachers and researchers. Thus this review documents the central role that classroom climate should play in the development of IMT. More precisely, the factors of classroom climate that are associated with inclusive outcomes are identified. We also highlight how these factors and the measurements associated with them are efficient tools to guide IMT development. These measures are proximal, sensitive, complementary, and pragmatic indicators of effective IMT. Such indicators are very useful in helping research empirically document effective IMT, ensure that any small improvement is assessed, monitor teachers' progress, and assist their professional growth. Theoretically positioned as a mediator between inclusive teaching in mainstream classrooms and inclusive school outcomes, inclusive classroom climate is a tool that appears to be effective in supporting IMT development and, consequently, in the establishment of more inclusive schools.
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Affiliation(s)
- Nicolas Margas
- Institute of Sport Sciences, University of Lausanne, Lausanne, Switzerland
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8
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Dumont H, Ready DD. On the promise of personalized learning for educational equity. NPJ SCIENCE OF LEARNING 2023; 8:26. [PMID: 37542046 PMCID: PMC10403572 DOI: 10.1038/s41539-023-00174-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Accepted: 07/13/2023] [Indexed: 08/06/2023]
Abstract
Students enter school with a vast range of individual differences, resulting from the complex interplay between genetic dispositions and unequal environmental conditions. Schools thus face the challenge of organizing instruction and providing equal opportunities for students with diverse needs. Schools have traditionally managed student heterogeneity by sorting students both within and between schools according to their academic ability. However, empirical evidence suggests that such tracking approaches increase inequalities. In more recent years, driven largely by technological advances, there have been calls to embrace students' individual differences in the classroom and to personalize students' learning experiences. A central justification for personalized learning is its potential to improve educational equity. In this paper, we discuss whether and under which conditions personalized learning can indeed increase equity in K-12 education by bringing together empirical and theoretical insights from different fields, including the learning sciences, philosophy, psychology, and sociology. We distinguish between different conceptions of equity and argue that personalized learning is unlikely to result in "equality of outcomes" and, by definition, does not provide "equality of inputs". However, if implemented in a high-quality way, personalized learning is in line with "adequacy" notions of equity, which aim to equip all students with the basic competencies to participate in society as active members and to live meaningful lives.
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Affiliation(s)
- Hanna Dumont
- Department of Educational Sciences, University of Potsdam, Potsdam, Germany.
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Rojas NM, Abenavoli RM. Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age composition. J Sch Psychol 2023; 99:101225. [PMID: 37507184 DOI: 10.1016/j.jsp.2023.101225] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Revised: 02/22/2023] [Accepted: 06/09/2023] [Indexed: 07/30/2023]
Abstract
This study explored the link between classroom-level problem behaviors and teacher-child interaction quality in 307 Head Start preschool classrooms. The moderating role of the classroom's age composition (e.g., 3- and 4-year-olds versus 4-year-olds only) also was examined. Using a dataset of 852 3-year-old children and 1114 4-year-old children, classroom-level problem behaviors were operationalized using teacher reports of children's problem behaviors. Results indicated that classroom-level problem behaviors, specifically oppositional/aggressive and internalizing behavior, were associated with lower teacher-child interaction quality (i.e., emotional support, classroom organization, and instructional support). In contrast, classroom-level hyperactivity was only negatively related to classroom instructional support. Moderation results indicated that high-levels of classroom-level activity were related to lower-levels of teacher-child interaction quality, but for 4-year-old only classrooms. The results of this study have implications for practice and policy.
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Affiliation(s)
- Natalia M Rojas
- Department of Population Health, New York University School of Medicine, USA.
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10
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Pinsonneault M, Parent S, Castellanos-Ryan N, Zelazo PD, Séguin JR, Tremblay RE. Transactional associations between vocabulary and disruptive behaviors during the transition to formal schooling. Dev Psychopathol 2023; 35:1529-1539. [PMID: 35796242 DOI: 10.1017/s0954579422000268] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
This study investigated the transactional relations between vocabulary and disruptive behaviors (DB; physical aggression and opposition/rule breaking/theft and vandalism), during the transition to formal schooling, using a community sample of 572 children. Cross-lagged panel model analyses were used to examine bidirectional relationships, comparing physical aggression to non-aggressive DB. Transactional associations between vocabulary and DB were observed, coinciding with school entry. Lower vocabulary in preschool (60mo.) was predictive of higher physical aggression scores in kindergarten. In turn, higher physical aggression in kindergarten was predictive of lower vocabulary in 1st grade. For non-aggressive DB, recurrent associations were found. Lower verbal skills in preschool (42mo.) and kindergarten predicted higher non-aggressive DB scores later in preschool and in 1st grade respectively. In turn, higher non-aggressive DB in kindergarten predicted lower vocabulary scores in 1st grade. In contrast to transactional paths from vocabulary to DB, transactional paths from DB to vocabulary observed after the transition to elementary school remained significant after controlling for comorbid hyperactivity, impulsivity and inattention behaviors, suggesting these links were specific to aggressive and non-aggressive DB. Practical implications for prevention are discussed.
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Affiliation(s)
- Michelle Pinsonneault
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- School of Psychoeducation, Université de Montréal, Montréal, QC, Canada
| | - Sophie Parent
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- School of Psychoeducation, Université de Montréal, Montréal, QC, Canada
| | - Natalie Castellanos-Ryan
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- School of Psychoeducation, Université de Montréal, Montréal, QC, Canada
| | - Philip David Zelazo
- Department of Psychology and Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
| | - Jean R Séguin
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- Department of Psychiatry and Addictology, Université de Montréal, Montréal, QC, Canada
| | - Richard E Tremblay
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- Departments of Psychology and Pediatrics, Université de Montréal, Montréal, QC, Canada
- School of Public Health, Physiotherapy & Population Science, University College Dublin, Dublin, Ireland
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Pianta RC, Hofkens T. Defining early education quality using CLASS-observed teacher-student interaction. Front Psychol 2023; 14:1110419. [PMID: 37519392 PMCID: PMC10376698 DOI: 10.3389/fpsyg.2023.1110419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Accepted: 04/14/2023] [Indexed: 08/01/2023] Open
Abstract
In this paper we argue that the quality of early education programs or classrooms can be defined in terms of features of teachers' interactions with students observed using the Classroom Assessment Scoring System, or CLASS. We present evidence suggesting that dimensions of teacher-student interactions can be described, observed, and measured consistently across cultures and countries and that such dimensions also have modestly positive influence student development and learning. Evidence is summarized indicating that interactions can also be improved systematically through professional development interventions. The paper relies on a framework that describes core features of effective teacher-student interactions present across countries' highly varied settings and cultural contexts. Limitations of the study include exclusive reliance on the CLASS and that most countries were not low or middle income. We discuss the cross-cultural applicability of the framework and outline suggestions for education policy and practice and future directions for research.
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von Suchodoletz A, Lee DS, Henry J, Tamang S, Premachandra B, Yoshikawa H. Early childhood education and care quality and associations with child outcomes: A meta-analysis. PLoS One 2023; 18:e0285985. [PMID: 37228090 PMCID: PMC10212181 DOI: 10.1371/journal.pone.0285985] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Accepted: 05/05/2023] [Indexed: 05/27/2023] Open
Abstract
OBJECTIVES The effectiveness of early childhood education and care (ECEC) programs for children's development in various domains is well documented. Adding to existing meta-analyses on associations between the quality of ECEC services and children's developmental outcomes, the present meta-analysis synthesizes the global literature on structural characteristics and indicators of process quality to test direct and moderated effects of ECEC quality on children's outcomes across a range of domains. DESIGN A systematic review of the literature published over a 10-year period, between January 2010 and June 2020 was conducted, using the databases PsychInfo, Eric, EbscoHost, and Pubmed. In addition, a call for unpublished research or research published in the grey literature was sent out through the authors' professional network. The search yielded 8,932 articles. After removing duplicates, 4,880 unique articles were identified. To select articles for inclusion, it was determined whether studies met eligibility criteria: (1) study assessed indicators of quality in center-based ECEC programs catering to children ages 0-6 years; and (2) study assessed child outcomes. Inclusion criteria were: (1) a copy of the full article was available in English; (2) article reported effect size measure of at least one quality indicator-child outcome association; and (3) measures of ECEC quality and child outcomes were collected within the same school year. A total of 1,044 effect sizes reported from 185 articles were included. RESULTS The averaged effects, pooled within each of the child outcomes suggest that higher levels of ECEC quality were significantly related to higher levels of academic outcomes (literacy, n = 99: 0.08, 95% C.I. 0.02, 0.13; math, n = 56: 0.07, 95% C.I. 0.03, 0.10), behavioral skills (n = 64: 0.12, 95% C.I. 0.07, 0.17), social competence (n = 58: 0.13, 95% C.I. 0.07, 0.19), and motor skills (n = 2: 0.09, 95% C.I. 0.04, 0.13), and lower levels of behavioral (n = 60: -0.12, 95% C.I. -0.19, -0.05) and social-emotional problems (n = 26: -0.09, 95% C.I. -0.15, -0.03). When a global assessment of child outcomes was reported, the association with ECEC quality was not significant (n = 13: 0.02, 95% C.I. -0.07, 0.11). Overall, effect sizes were small. When structural and process quality indicators were tested separately, structural characteristics alone did not significantly relate to child outcomes whereas associations between process quality indicators and most child outcomes were significant, albeit small. A comparison of the indicators, however, did not yield significant differences in effect sizes for most child outcomes. Results did not provide evidence for moderated associations. We also did not find evidence that ECEC quality-child outcome associations differed by ethnic minority or socioeconomic family background. CONCLUSIONS Despite the attempt to provide a synthesis of the global literature on ECEC quality-child outcome associations, the majority of studies included samples from the U.S. In addition, studies with large samples were also predominately from the U.S. Together, the results might have been biased towards patterns prevalent in the U.S. that might not apply to other, non-U.S. ECEC contexts. The findings align with previous meta-analyses, suggesting that ECEC quality plays an important role for children's development during the early childhood years. Implications for research and ECEC policy are discussed.
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Affiliation(s)
- Antje von Suchodoletz
- Department of Psychology, New York University—Abu Dhabi Campus, Abu Dhabi, United Arab Emirates
- Global TIES for Children Research Center, New York University, New York, NY, United States of America
| | - D. Susie Lee
- Faculty of Arts and Science, New York University, New York, NY, United States of America
- Max Planck Institute for Demographic Research, Rostock, Germany
| | - Junita Henry
- Department of Global Health, Institute for Life Course Health Research, Stellenbosch University, Stellenbosch, South Africa
| | - Supriya Tamang
- Baltimore City Public Schools, Baltimore, MD, United States of America
| | - Bharathy Premachandra
- Department of Communication, Cornell University, Ithaca, NY, United States of America
| | - Hirokazu Yoshikawa
- Global TIES for Children Research Center, New York University, New York, NY, United States of America
- Faculty of Arts and Science, New York University, New York, NY, United States of America
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Redeș A, Rad D, Roman A, Bocoș M, Chiș O, Langa C, Roman D, Mara D, Mara EL, Costin A, Coșarbă E, Baciu C. The Effect of the Organizational Climate on the Integrative-Qualitative Intentional Behavior in Romanian Preschool Education-A Top-Down Perspective. Behav Sci (Basel) 2023; 13:bs13040342. [PMID: 37102856 PMCID: PMC10136150 DOI: 10.3390/bs13040342] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Revised: 04/11/2023] [Accepted: 04/16/2023] [Indexed: 04/28/2023] Open
Abstract
The concept of educational organizational climate relates to the relational, social, psychological, affective, intellectual, cultural and moral environment that characterizes educational/teaching and managerial activity at the level of a school organization. This study is based on the theory of planned behavior framework in measuring preschool teachers' intentional integrative-qualitative behaviors and Marzano's Model of Teaching Effectiveness. The Marzano Model outlines educational strategies and gives teachers and administrators tools to help teachers become more effective. A sample of 200 valid responses was gathered in an online investigation that targeted preschool educators from Romania. Marzano's Model of Teaching Effectiveness is an evaluation tool used to measure the success of highly effective teachers, which is further utilized in this study to measure preschool teachers' effectiveness in relation to intentional integrative-qualitative behaviors. The integrative-qualitative intentional behaviors are measured with the IQIB scale. This research assumes collegiality and professionalism as independent variables and interrogates preschool teachers' behavioral intention toward adopting integrative-qualitative behaviors through the sequential mediators of Planning and Preparing, Reflecting on Teaching and Classroom Strategies and Behaviors from a top-down perspective. The results revealed a significant indirect effect of Collegiality and Professionalism on preschool teachers' behavioral intention toward adopting intentional integrative-qualitative behaviors through the sequential mediators Planning and Preparing, Reflecting on Teaching and Classroom Strategies and Behaviors, confirming our hypothesis. Discussion and implications are offered from a top-down sustainable educational management perspective.
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Affiliation(s)
- Adela Redeș
- Faculty of Psychology and Educational Sciences, Babeş-Bolyai University of Cluj-Napoca, 400029 Cluj-Napoca, Romania
| | - Dana Rad
- Center of Research Development and Innovation in Psychology, Faculty of Educational Sciences Psychology and Social Work, Aurel Vlaicu University of Arad, 310032 Arad, Romania
| | - Alina Roman
- Center of Research Development and Innovation in Psychology, Faculty of Educational Sciences Psychology and Social Work, Aurel Vlaicu University of Arad, 310032 Arad, Romania
| | - Mușata Bocoș
- Faculty of Psychology and Educational Sciences, Babeş-Bolyai University of Cluj-Napoca, 400029 Cluj-Napoca, Romania
| | - Olga Chiș
- Faculty of Psychology and Educational Sciences, Babeş-Bolyai University of Cluj-Napoca, 400029 Cluj-Napoca, Romania
| | - Claudiu Langa
- Department of Educational Sciences, Faculty of Education Social Sciences and Psychology, University of Pitesti, 110040 Pitesti, Romania
| | - Daniela Roman
- Department of Psychology, Faculty of Socio-Humanistic Sciences, University of Oradea, 410087 Oradea, Romania
| | - Daniel Mara
- Faculty of Social Sciences and Humanities, Lucian Blaga University of Sibiu, 550024 Sibiu, Romania
| | - Elena-Lucia Mara
- Faculty of Social Sciences and Humanities, Lucian Blaga University of Sibiu, 550024 Sibiu, Romania
| | - Alina Costin
- Center of Research Development and Innovation in Psychology, Faculty of Educational Sciences Psychology and Social Work, Aurel Vlaicu University of Arad, 310032 Arad, Romania
| | - Editha Coșarbă
- Center of Research Development and Innovation in Psychology, Faculty of Educational Sciences Psychology and Social Work, Aurel Vlaicu University of Arad, 310032 Arad, Romania
| | - Ciprian Baciu
- Faculty of Psychology and Educational Sciences, Babeş-Bolyai University of Cluj-Napoca, 400029 Cluj-Napoca, Romania
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Marks LC, Hund AM, Finan LJ, Kannass KN, Hesson-McInnis MS. Understanding academic readiness for kindergarten: The interactive role of emotion knowledge and teacher-child closeness. J Exp Child Psychol 2023; 227:105585. [PMID: 36423440 DOI: 10.1016/j.jecp.2022.105585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 10/19/2022] [Accepted: 10/24/2022] [Indexed: 11/23/2022]
Abstract
One goal of this study was to test the role of emotion knowledge and teacher-child closeness and conflict in predicting academic readiness for kindergarten over and above demographic factors and executive functioning skills (especially inhibitory control) known to predict readiness. Another goal was to test teacher-child closeness as a moderator of the association between emotion knowledge or executive functioning and academic readiness. A total of 141 4- and 5-year-old children completed emotion knowledge, academic readiness, and inhibitory control measures. Preschool teachers reported their perceived relationship closeness and conflict with individual students. Accounting for child age in months, family income, and inhibitory control, emotion knowledge and teacher-child closeness were positively associated with academic readiness. Teacher-child closeness moderated the relationship between emotion knowledge and academic readiness, suggesting that teacher-child closeness may be especially important in promoting academic readiness for preschool students with low emotion knowledge.
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15
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Wang S. Constructing children's psychological well‐being: Sources of resilience for children left behind in Northeast China. INTERNATIONAL MIGRATION 2023. [DOI: 10.1111/imig.13113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Affiliation(s)
- Shuai Wang
- Department of Sociology University of Essex Colchester UK
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16
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Gómez JA, Brown JL, Downer JT. High quality implementation of 4Rs + MTP increases classroom emotional support and reduces absenteeism. Front Psychol 2023; 14:1065749. [PMID: 37179887 PMCID: PMC10172679 DOI: 10.3389/fpsyg.2023.1065749] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Accepted: 03/30/2023] [Indexed: 05/15/2023] Open
Abstract
School-based social and emotional learning (SEL) programs are associated with improvements in children's SEL and academic outcomes, and the quality of classroom interactions. The magnitude of these effects increases at high levels of program implementation quality. This study aimed to (1) identify teachers' profiles of quality of implementation, (2) explore teachers and classroom characteristics contributing to their propensity to comply with high quality of implementation, and (3) examine the relations between school assignment to an SEL program, quality of classroom interactions, and child SEL and academic outcomes at different levels of teachers' compliance propensity. This study drew upon data from a cluster-randomized controlled trial evaluating the efficacy of 4Rs + MTP, a literacy-based SEL program, on third and fourth grade teachers (n = 330) and their students (n = 5,081) across 60 New York City public elementary schools. Latent profile analysis indicated that measures of teacher responsiveness and amount of exposure to implementation supports contributed to the differentiation of profiles of high and low quality of implementation. Random forest analysis showed that more experienced teachers with low levels of professional burnout had high propensity to comply with high quality of implementation. Multilevel moderated mediation analysis indicated that 4Rs + MTP teachers with high compliance propensity were associated with higher classroom emotional support and lower children's school absences than their counterparts in the control group. These findings may inform debates in policy research about the importance of providing the supports teachers need to implement SEL school programs with high quality.
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Affiliation(s)
- John A. Gómez
- Applied Developmental Psychology, Department of Psychology, Fordham University, Bronx, NY, United States
- *Correspondence: John A. Gómez,
| | - Joshua L. Brown
- Applied Developmental Psychology, Department of Psychology, Fordham University, Bronx, NY, United States
| | - Jason T. Downer
- Center for Advanced Study of Teaching and Learning, School of Education and Human Development, University of Virginia, Charlottesville, VA, United States
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17
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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] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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18
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Duchesne S, Plamondon A, Ratelle CF. Students' Inattention Symptoms and Psychological Need Satisfaction During the Secondary School Transition: The Protective Role of Teachers' Involvement. J Atten Disord 2022; 26:1846-1856. [PMID: 35699304 PMCID: PMC9597131 DOI: 10.1177/10870547221105061] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
OBJECTIVE This study examined the prospective relationship from student inattention symptoms to changes in their psychological need satisfaction (PNS) during their transition to secondary school. In doing so, it has explored whether this temporal association was moderated by teachers' involvement (TI). METHOD A sample of 688 students (46% male; Mage = 11.82) followed in Grade 6 and Secondary 1 was selected from a stratified random list. RESULTS Inattention symptoms predicted a decrease in autonomy and competence need satisfaction, after adjusting for gender, anxiety, aggression, and PNS at baseline. In addition, TI in Secondary 1 attenuated the association between inattention and autonomy need satisfaction decline. TI also predicted a smaller decrease in competence need satisfaction, over and above the contribution of inattention. CONCLUSIONS Results support the importance of TI in PNS of students who are struggling with inattention throughout a critical transition. Implications for educational practices and research are discussed.
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Affiliation(s)
- Stéphane Duchesne
- Laval University, Québec, QC,
Canada,Stéphane Duchesne, Pavillon des Sciences de
l’Éducation, Laval University, 2320, Rue des Bibliothèques, Québec, QC G1V 0A6,
Canada.
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19
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Williams KE, Berthelsen D, Laurens KR. Academic resilience from school entry to third grade: Child, parenting, and school factors associated with closing competency gaps. PLoS One 2022; 17:e0277551. [PMID: 36449482 PMCID: PMC9710847 DOI: 10.1371/journal.pone.0277551] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Accepted: 10/28/2022] [Indexed: 12/05/2022] Open
Abstract
There is substantial evidence confirming that children who begin school with strong developmental skills tend to maintain positive academic trajectories across the elementary school years. Much less is known about children who begin school with poorer developmental competencies yet go on to achieve academically on par with, or above, their initially more competent peers, demonstrating academic resilience. This study used a large population dataset, the Longitudinal Study of Australian Children (n = 2,118) to identify children who demonstrated academic resilience between school entry and third grade, and the child, parenting, and school characteristics associated with this resilience. Findings show that two in five children who were initially identified as academically vulnerable on a school entry measure of language and cognitive skills were classified as academically resilient by Grade 3. In multivariate analysis, higher attentional regulation and receptive vocabulary skills were key factors associated with academic resilience in reading and numeracy, along with paternal consistency (for reading resilience) and fewer sleep problems (for numeracy resilience). Bivariate relations (ANOVAs) showed that resilient children, when compared to children who remained vulnerable, also showed fewer peer problems, fewer behavioral sleep problems, higher levels of parenting consistency and lower levels of parenting anger by mothers and fathers, higher levels of parental engagement in children's school, and higher levels of teacher self-efficacy. Supporting resilient pathways for children who are identified as vulnerable at school entry should include a particular focus on vocabulary development and attentional regulation, along with social skills and peer relationships, school-based parental engagement, and positive parenting support.
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Affiliation(s)
- Kate E. Williams
- Queensland University of Technology (QUT), Centre for Child and Family Studies, Kelvin Grove, Qld, Australia
- Queensland University of Technology (QUT), School of Early Childhood and Inclusive Education, Kelvin Grove, Qld, Australia
- Queensland University of Technology (QUT), Centre for Child Health and Well-being, Brisbane, Qld, Australia
- * E-mail:
| | - Donna Berthelsen
- Queensland University of Technology (QUT), Centre for Child and Family Studies, Kelvin Grove, Qld, Australia
- Queensland University of Technology (QUT), School of Early Childhood and Inclusive Education, Kelvin Grove, Qld, Australia
| | - Kristin R. Laurens
- Queensland University of Technology (QUT), Centre for Child Health and Well-being, Brisbane, Qld, Australia
- Queensland University of Technology (QUT), School of Psychology and Counselling, Kelvin Grove, Qld, Australia
- Queensland University of Technology (QUT), Centre for Inclusive Education (C4IE), Kelvin Grove, Qld, Australia
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20
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Melo C, Pianta RC, LoCasale-Crouch J, Romo F, Ayala MC. The Role of Preschool Dosage and Quality in Children's Self-Regulation Development. EARLY CHILDHOOD EDUCATION JOURNAL 2022; 52:1-17. [PMID: 36339525 PMCID: PMC9628452 DOI: 10.1007/s10643-022-01399-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/15/2022] [Indexed: 06/16/2023]
Abstract
The present study examined how the dosage and quality of the federal preschool program "Head Start" (HS) in the US related to children's self-regulation skills in kindergarten. Using Propensity Score Matching and multiple regression (OLS), this study explored how the number of years and hours a week of HS were related to self-regulation among 2,383 children, who entered the program either at 3 or 4 years old. An additional year in HS was significantly positively associated with self-regulation in kindergarten, while the number of hours a week in HS was not. However, the quality of teacher-child interactions moderated the relation between hours a week in HS and self-regulation. Findings contribute to the growing body of evidence about how dosage and quality of early childhood education experiences relate to children's development.
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Affiliation(s)
- Carolina Melo
- Facultad de Educación, Universidad de Los Andes, Chile, Santiago, Chile
| | - Robert C. Pianta
- Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, VA USA
| | - Jennifer LoCasale-Crouch
- Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, VA USA
| | - Francisca Romo
- Facultad de Educación, Universidad Diego Portales, Santiago, Chile
| | - M. Constanza Ayala
- Millennium Nucleus for the Study of the Development of Early Math Skills (MEMAT), Santiago, Chile
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21
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Garon-Carrier G, Bégin V, Brendgen M, Vitaro F, Ouellet-Morin I, Dionne G, Boivin M. Classroom Placement and Twins' Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy. EDUCATIONAL POLICY (LOS ALTOS, CALIF.) 2022; 36:1850-1875. [PMID: 36159629 PMCID: PMC9493409 DOI: 10.1177/08959048211015626] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
Classroom placement of twins is an ongoing issue for educational policy. Many educational jurisdictions have standard policy most commonly founded in the belief that separation supports individual identity, personal development and academic opportunity. This study examined the effects of classroom placement in a sample of 560 twin pairs whose behaviors were assessed from ages 5 to 12 years. We found no detrimental effect of classroom sharing on twins' social development. In contrast, this study provides evidence that educating twins together is associated with modest positive twins' behaviors and social functioning at school. Implications for educational policies are further discussed.
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Affiliation(s)
| | | | - Mara Brendgen
- Université du Québec à Montréal,
Montreal, QC, Canada
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22
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Does Anybody Care? Conceptualization and Measurement Within the Contexts of Teacher-Student and Peer Relationships. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09702-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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23
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Wiltshire CA. Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping. EARLY CHILDHOOD EDUCATION JOURNAL 2022; 51:1-15. [PMID: 36033929 PMCID: PMC9395792 DOI: 10.1007/s10643-022-01387-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/30/2022] [Indexed: 06/15/2023]
Abstract
Detrimental circumstances (e.g., poverty, homelessness) may affect parents, parenting, and children. These circumstances may lead to children being labeled "at risk" for school failure. To ameliorate this risk, more school and school earlier (e.g., Head Start) is offered. To improve child outcomes, Head Start teachers are expected to bolster children?s academic readiness in a manner that is beneficially warm, circulating warmth in their classrooms to sustain positive teacher-child relationships and the positive climate of the classroom. The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is one tool by which these domains of warmth are assessed. There are, however, significant personal and professional stressors with which Head Start teachers contend which the CLASS (Pianta et al., 2008) does not consider in its scoring methods. Uplifting the voices of six Head Start teachers, the present study implemented individual and focus group interviews during the summer and fall months of 2020 during the COVID-19 pandemic, asking (a) What were the stories, histories, and lived experiences of these Head Start teachers with regard to stress and warmth in a time of crisis? and (b) How did these teachers understand and approach the CLASS (Pianta et al., 2008) and its measures of their warmth? Data demonstrated Head Start teachers engaged in a type of performativity to 1) mask their stress, potentially worsening their levels of stress in order to maintain warmth for their students' sake, and 2) outwit the prescribed CLASS (Pianta et al., 2008) observations. Implications and insights are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s10643-022-01387-2.
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Affiliation(s)
- Cynthia A. Wiltshire
- Department of Teacher Education, College of Education, The University of Texas at El Paso, 500 W. University Ave., 79968 El Paso, TX USA
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24
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Paschall KW, Barnett MA, Mastergeorge AM, Li X, Vasquez MB. A new look at teacher interactional quality: Profiles of individual teacher-child relationship and classroom teaching quality among Head Start students. EARLY EDUCATION AND DEVELOPMENT 2022; 34:1172-1190. [PMID: 37378069 PMCID: PMC10292729 DOI: 10.1080/10409289.2022.2094159] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/28/2023]
Abstract
Preschool teachers' relationships with children are a critical component of classroom quality. We draw from a sample of N=2,114 children attending Head Start to examine child-centered profiles of experiences across two dimensions of classroom interaction quality that are often considered separately, individual teacher-child closeness and conflict and classroom-level instructional and emotional support. Findings reveal considerable heterogeneity in Head Start children's experiences, as the profiles differed on individual conflict, and classroom emotional and instructional support. The largest profile was characterized by a positive emotional climate and low instructional support. Higher teacher distress was associated with the highest quality and the highest conflict profiles. The results also revealed early evidence for gender and race and ethnicity-based disadvantages in Head Start classroom experiences.
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25
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Ramakrishna M, Singh P, Bambling M, Edirippulige S, Teoh HJ. Behavioural concerns in the classrooms in Delhi NCR, India: An explorative study through the lens of parents and teachers. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03251-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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26
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Minne EP, Gorelik G. The Protective Role of Trauma Informed Attitudes on Perceived Stress Among Teachers and School Staff. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2022; 15:275-283. [PMID: 34336083 PMCID: PMC8310395 DOI: 10.1007/s40653-021-00389-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 07/02/2021] [Indexed: 06/13/2023]
Abstract
Trauma-informed care (TIC), a system of behavioral treatment practices that focuses on understanding and responding to the effects of adverse experiences via empathic and non-punitive interactions, is a promising intervention for the treatment of academic and mental health problems among youth. However, the effect of TIC on caregivers themselves is uncertain. Even less is known about the relationship between TIC and the well-being of teachers and school staff. In the current study, we investigated the relationship between exposure to criminal victimization (a known predictor of stress), attitudes toward TIC, and perceived stress among a sample of public school teachers and staff members (N = 396). In line with our predictions, increased victimization was associated with increased perceived stress whereas TIC-favorable attitudes were associated with decreased perceived stress. In addition, older participants exhibited lower perceived stress than younger participants. We discuss the current study's limitations and the implications of the current findings for future research and mental health practice in schools.
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27
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Patterns of preschool educators' beliefs and practices over the course of a coaching intervention. J Sch Psychol 2022; 92:96-120. [DOI: 10.1016/j.jsp.2021.12.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2020] [Revised: 08/20/2021] [Accepted: 12/10/2021] [Indexed: 11/22/2022]
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28
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Morsink S, Van der Oord S, Antrop I, Danckaerts M, Scheres A. Studying Motivation in ADHD: The Role of Internal Motives and the Relevance of Self Determination Theory. J Atten Disord 2022; 26:1139-1158. [PMID: 34794343 PMCID: PMC9066661 DOI: 10.1177/10870547211050948] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
OBJECTIVE Motivation is what moves us to act, what engages us in goal-directed behavior. The Self Determination Theory (SDT) is a motivational framework conceptualizing motivation-or internal motives-as a continuum of motivation qualities fueled by satisfaction of the three basic psychological needs Autonomy, Relatedness, and Competence. ADHD has been associated with motivational alterations that contribute to academic difficulties. However, ADHD theories and research are mainly focused on the effects of reinforcement on behavior, with little attention for the broader definition of motivation, that is, internal motives. Therefore, the main objective here was to introduce the SDT as theoretical framework within which we can develop relevant research questions about motivation in the field of ADHD. METHOD To this end, we (i) present the SDT as a comprehensive motivational framework, and (ii) describe current motivation-related ADHD theories and research. RESULTS Based on this, we suggest how SDT can be used as a guiding framework in generating relevant research questions that can help broaden our understanding of the role motivation plays in individuals with ADHD. CONCLUSION We conclude that ADHD research on motivation would benefit from (i) including internal motives as potential key mediators in the relation between environmental factors and behavior/symptoms; (ii) studying potential negative effects of external reinforcers intrinsic motivation, affect, and well-being. Finally, we conclude that this framework carries value for further development of clinical interventions for those with ADHD.
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Affiliation(s)
| | | | | | | | - Anouk Scheres
- Radboud University, Nijmegen, The Netherlands,Anouk Scheres, Behavioural Science Institute, Radboud University,
Thomas van Aquinostraat 4, Nijmegen 6525 GD, The Netherlands.
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29
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Ruzek E, Aldrup K, Lüdtke O. Assessing the effects of student perceptions of instructional quality: A cross-subject within-student design. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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30
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Vitiello VE, Nguyen T, Ruzek E, Pianta RC, Whittaker JV. Differences between pre-k and kindergarten contexts and achievement across the kindergarten transition. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101396] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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31
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Futterer JN, Bulotsky-Shearer RJ, Gruen RL. Emotional support moderates associations between preschool approaches to learning and academic skills. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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32
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Sparapani N, Reinhardt VP, Hooker JL, Morgan L, Schatschneider C, Wetherby AM. Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism. J Autism Dev Disord 2022; 52:2284-2299. [PMID: 34106392 PMCID: PMC9021085 DOI: 10.1007/s10803-021-05115-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/27/2021] [Indexed: 11/04/2022]
Abstract
This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed.
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Affiliation(s)
- Nicole Sparapani
- School of Education and the MIND Institute, University of California, Davis, One Shields Ave., Davis, CA, 95616, USA.
- Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA.
| | - Vanessa P Reinhardt
- , Ontario, Canada
- Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA
| | - Jessica L Hooker
- Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA
| | - Lindee Morgan
- Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA
- Marcus Autism Center, Children's Healthcare of Atlanta, Department of Pediatrics, Emory University, 1920 Briarcliff Road, Atlanta, GA, 30329-4010, USA
| | - Christopher Schatschneider
- Department of Psychology, Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32320, USA
| | - Amy M Wetherby
- Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA
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Jirout JJ, Zumbrunn S, Evans NS, Vitiello VE. Development and Testing of the Curiosity in Classrooms Framework and Coding Protocol. Front Psychol 2022; 13:875161. [PMID: 35465531 PMCID: PMC9022842 DOI: 10.3389/fpsyg.2022.875161] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2022] [Accepted: 03/15/2022] [Indexed: 11/13/2022] Open
Abstract
Curiosity is widely acknowledged as a crucial aspect of children's development and as an important part of the learning process, with prior research showing associations between curiosity and achievement. Despite this evidence, there is little research on the development of curiosity or on promoting curiosity in school settings, and measures of curiosity promotion in the classroom are absent from the published literature. This article introduces the Curiosity in Classrooms (CiC) Framework coding protocol, a tool for observing and coding instructional practices that support the promotion of curiosity. We describe the development of the framework and observation instrument and the results of a feasibility study using the protocol, which gives a descriptive overview of curiosity-promoting instruction in 35 elementary-level math lessons. Our discussion includes lessons learned from this work and suggestions for future research using the developed observation tool.
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Affiliation(s)
- Jamie J. Jirout
- School of Education and Human Development, University of Virginia, Charlottesville, VA, United States
| | - Sharon Zumbrunn
- School of Education, Virginia Commonwealth University, Richmond, VA, United States
| | - Natalie S. Evans
- School of Education and Human Development, University of Virginia, Charlottesville, VA, United States
| | - Virginia E. Vitiello
- School of Education and Human Development, University of Virginia, Charlottesville, VA, United States
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Jabůrek M, Cígler H, Kunčarová T, Portešová Š. What is the basis of teacher judgment of student cognitive abilities and academic achievement and what affects its accuracy? CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102068] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Simon K, Petrovic L, Baker C, Overstreet S. An Examination of the Associations Among Teacher Secondary Traumatic Stress, Teacher–Student Relationship Quality, and Student Socio-Emotional Functioning. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-022-09507-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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36
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Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-021-09649-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
AbstractTeachers’ social-emotional competence has received increasing attention in educational psychology for about a decade and has been suggested to be an important prerequisite for the quality of teacher-student interactions and student outcomes. In this review, we will summarize the current state of knowledge about the association between one central component of teachers’ social-emotional competence—their empathy—with these indicators of teaching effectiveness. After all, empathy appears to be a particularly promising determinant for explaining high-quality teacher-student interactions, especially emotional support for students and, in turn, positive student development from a theoretical perspective. A systematic literature research yielded 41 records relevant for our article. Results indicated that teachers reporting more empathy with victims of bullying in hypothetical scenarios indicated a greater likelihood to intervene. However, there was neither consistent evidence for a relationship between teachers’ empathy and the degree to which they supported students emotionally in general, nor with classroom management, instructional support, or student outcomes. Notably, most studies asked teachers for a self-evaluation of their empathy, whereas assessments based on objective criteria were underrepresented. We discuss how these methodological decisions limit the conclusions we can draw from prior studies and outline perspective for future research in teachers’ empathy.
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Abstract
Poverty-related stressors have been found to impact parenting behaviors which can result in adverse outcomes for children. The current qualitative study focused on understanding the challenges of caregivers (N = 70) living in poverty. The sample was diverse and included mothers, fathers, and grandparents raising grandchildren. Stories of caregivers were gathered to improve the understanding of families living in poverty in an effort to work towards changing how our world supports families that are vulnerable. Results indicate that families experiencing poverty and related risk factors experience challenges in the realm of child safety, education, and racism/prejudice. Families also discussed ways to improve their environment which included increased financial resources, increased access to high-quality healthcare and childcare, and positive environmental change. Note that the current study outlines the complexity of parenting in poverty and that associated challenges are intertwined. Recommendations are made to address systemic barriers at the individual and community level in an effort to better support caregivers experiencing adversity and parenting in the 21st century.
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Levine Brown E, Vesely CK, Mehta S, Stark K. Preschool Teachers' Emotional Acting and School-Based Interactions. EARLY CHILDHOOD EDUCATION JOURNAL 2022; 51:615-626. [PMID: 35233161 PMCID: PMC8874102 DOI: 10.1007/s10643-022-01326-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2021] [Revised: 01/29/2022] [Accepted: 02/03/2022] [Indexed: 06/14/2023]
Abstract
UNLABELLED How preschool teachers manage and express their feelings across school-based interactions (e.g., teacher-child, teacher-family, and teacher-colleague) has implications for their professional success and the developmental and academic outcomes of their relational counterparts. This study explores how preschool teachers make sense of their emotional labor, or the deliberate expression or suppression of emotions to achieve organizational goals, in the context of three professional interactions. Qualitative findings show preschool teachers' decisions to engage in particular types of emotional acting are both informed by and a facilitator of the strength and intimacy of their relationships. Implications for research, practice and policy are reviewed. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s10643-022-01326-1.
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Ndou NN, Omidire MF. Systemic support for learners with developmental language disorders in Zimbabwe and South Africa. SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS 2022; 69:e1-e13. [PMID: 35261256 PMCID: PMC8907893 DOI: 10.4102/sajcd.v69i1.850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Revised: 11/07/2021] [Accepted: 11/21/2021] [Indexed: 11/03/2022] Open
Abstract
Background Teachers play a significant role as early identifiers of learners with developmental language disorder (DLD). They provide important information to other professionals for further specialist support of such learners. Professionals, such as educational psychologists, speech–language therapists (SLTs) and learning support therapists are involved in assisting learners with DLD; hence, inter-professional collaboration (IPC) amongst these professionals is of paramount importance in meeting the needs of learners. Objectives This study aimed to examine systemic support strategies available to learners with DLD. Method This was a multiple case study of Zimbabwe and South Africa. Purposive sampling was used to select participants. The study consisted of 56 participants: 5 teachers, 2 SLTs, a learning support therapist, an educational psychologist and 47 learners. A qualitative research approach was employed and data were collected using interviews, focus group discussions and classroom observations. The data were analysed thematically and categorised. Results Support strategies employed by teachers include remedial lessons and promoting a culture of reading for leisure to enhance learners’ vocabulary and narrative skills. The SLTs and the learning support therapist use speech–language programmes and assistive technologies. Limited IPC and the absence of SLTs in District Based Support Teams were some of the challenges identified. The results also indicate that SLTs receive referrals mostly from primary schools compared with secondary schools. Conclusion Raising awareness of DLD in schools and communities is deemed essential. Inter-professional collaboration is recommended to support learners with DLD as it increases the exchange of ideas and mutual acknowledgement of expertise amongst professionals.
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Affiliation(s)
- Nettie N Ndou
- Department of Educational Psychology, Faculty of Education, University of Pretoria, Pretoria.
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Decristan J, Kunter M, Fauth B. Die Bedeutung individueller Merkmale und konstruktiver Unterstützung der Lehrkraft für die soziale Integration von Schülerinnen und Schülern im Mathematikunterricht der Sekundarstufe. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2022. [DOI: 10.1024/1010-0652/a000329] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Der vorliegende Beitrag untersucht die Bedeutung von individuellen Merkmalen (Fähigkeitsselbstkonzept und Leistungsängstlichkeit) sowie von konstruktiver Unterstützung durch Lehrkräfte für die soziale Integration von Schülerinnen und Schülern in der Sekundarstufe. Bezüglich des Unterrichtsqualitätsmerkmals der konstruktiven Unterstützung wird zwischen zwei Facetten unterschieden, nämlich einer sozio-emotionalen Unterstützung sowie einer fachlich-inhaltlichen Unterstützung durch die Lehrkraft. Dabei wird erstmals die Bedeutung dieser Facetten für die von Schülerinnen und Schülern erlebte soziale Integration untersucht und ebenso geprüft, welche differenziellen Zusammenhänge sich für Lernende mit individuellen Risikofaktoren schulischer Entwicklung zeigen. Es wurden Befragungsdaten aus zwei Erhebungszeitpunkten (mittlerer Abstand: 8 Wochen) von 1.116 Schülerinnen und Schülern in 49 Mathematikklassen der Sekundarstufe mehrebenen-analytisch ausgewertet. Die Ergebnisse zeigen, dass beide Facetten konstruktiver Unterstützung mit dem Erleben sozialer Integration zusammenhingen. Schülerinnen und Schüler mit niedrigem Mathematik-Fähigkeitsselbstkonzept bzw. hoher Leistungsängstlichkeit fühlten sich weniger gut in die Klassengemeinschaft integriert. Die Facetten konstruktiver Unterstützung spielten für diese Zusammenhänge eine besondere Rolle: Der Zusammenhang zwischen Fähigkeitsselbstkonzept und sozialer Integration wurde durch eine fachlich-inhaltliche Unterstützung moderiert, sodass sich Lernende mit niedrigem Fähigkeitsselbstkonzept in Klassen mit hoher fachlich-inhaltlicher Unterstützung vergleichbar gut sozial integriert fühlten wie die anderen Lernenden. Der Zusammenhang von Leistungsängstlichkeit und sozialer Integration wurde durch beide Facetten konstruktiver Unterstützung moderiert, sodass in Klassen mit hoher konstruktiver Unterstützung Lernende mit hoher Leistungsängstlichkeit sich genauso sozial integriert erlebten wie ihre weniger leistungsängstlichen Mitschülerinnen und Mitschüler. Der Beitrag untermauert somit die hohe Bedeutung von Beziehungsqualität im schulischen Kontext und bringt neue Erkenntnisse zu differenziellen Zusammenhängen von Unterricht und schulischen Outcomes in Abhängigkeit von den Lernvoraussetzungen der Schülerinnen und Schüler.
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Affiliation(s)
| | - Mareike Kunter
- DIPF
- Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main, Deutschland
- Goethe-Universität, Frankfurt am Main, Deutschland
| | - Benjamin Fauth
- Institut für Bildungsanalysen Baden-Württemberg, Stuttgart, Deutschland
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Lensen JH, Stoltz SEMJ, Kleinjan M, Speckens AEM, Kraiss JT, Scholte RHJ. Mindfulness-based stress reduction intervention for elementary school teachers: a mixed method study. Trials 2021; 22:826. [PMID: 34802446 PMCID: PMC8607553 DOI: 10.1186/s13063-021-05804-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Accepted: 11/06/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND In the Netherlands, more than half of the teachers working in primary education experience high levels of work stress. Compared to other professions, teachers are more likely to drop out from work and develop mental illnesses. Almost one in five even choose a new profession within 5 years after starting as a teacher. This indicates an urgent need for interventions to reduce stress levels in teachers. However, few evidence-based effective interventions targeting stress and work-related problems in the primary educational system are available. AIM In the current paper, we describe the protocol for a randomized controlled study (RCT) comparing an 8-week mindfulness-based stress reduction (MBSR) intervention with a wait list control condition in primary school teachers. We hypothesize that teachers who participate in the MBSR programme will report less stress (primary outcome) than those in the control group at post-test and at 3-month follow-up. We also expect a decrease in teachers' absenteeism and improvements of mental health, teacher skills, classroom climate quality and the pupil-teacher relationship (secondary outcomes). Finally, we hypothesize that self-compassion, mindfulness skills and emotion regulation skills could mediate effects. METHODS/DESIGN A mixed-method study will be conducted among N=155 Dutch primary school teachers (grade 1 to 6). The quantitative study will be an RCT, in which teachers will be randomly allocated to the MBSR or waiting list control condition. Trial participants will not be made actively aware of their condition. The data analysts will be blinded. Online questionnaires will be sent to teachers before and after the MBSR programme, and at 3-month follow-up. Information about absenteeism will be collected. In the qualitative part of the study, we will interview teachers to examine their perceived effects of MBSR on their teaching skills, the classroom climate quality and the pupil-teacher relationship. DISCUSSION This protocol paper describes a mixed-method study design with an RCT and a qualitative evaluation to evaluate an MBSR programme on perceived stress among primary school teachers. If the MBSR programme proves to be effective, it could be implemented as a programme to reduce stress and improve mental health and teaching outcomes in primary school teachers. TRIAL REGISTRATION Nederland Trial Register NL. Registered on 19 November 2019-retrospectively registered, https://www.trialregister.nl/trial/8171.
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Affiliation(s)
- J H Lensen
- Rotterdamse Vereniging Katholiek Onderwijs, Rotterdam, The Netherlands.
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands.
| | - S E M J Stoltz
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
| | - M Kleinjan
- Trimbos Institute (Netherlands Institute of Mental Health and Addiction), Utrecht, The Netherlands
- Interdisciplinary Social Science, Utrecht University, Utrecht, The Netherlands
| | - A E M Speckens
- Faculty of Medical Sciences, Radboud University Medical Centre, Nijmegen, The Netherlands
| | - J T Kraiss
- Department of Psychology, Health, and Technology, University of Twente, Enschede, The Netherlands
| | - R H J Scholte
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
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Ahola R, Soini T, Pietarinen J, Pyhältö K. Social support experiences by pupils in finnish secondary school. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2021. [DOI: 10.1080/02673843.2021.1991403] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Affiliation(s)
- Réa Ahola
- Faculty of Education and Culture, Tampere University, Tampere, Finland
| | - Tiina Soini
- Faculty of Education and Culture, Tampere University, Tampere, Finland
| | - Janne Pietarinen
- School of Applied Educational Science and Teacher Education, Philosophical Faculty, University of Eastern Finland, Joensuu, Finland
| | - Kirsi Pyhältö
- Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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Yang Y, Li G, Su Z, Yuan Y. Teacher's Emotional Support and Math Performance: The Chain Mediating Effect of Academic Self-Efficacy and Math Behavioral Engagement. Front Psychol 2021; 12:651608. [PMID: 34603116 PMCID: PMC8485094 DOI: 10.3389/fpsyg.2021.651608] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2021] [Accepted: 07/28/2021] [Indexed: 01/22/2023] Open
Abstract
Positive teacher-student interaction can exert a positive influence on student engagement and math performance. As an important part of teacher-student interaction, emotional support of a teacher plays an indispensable role in the math performance of junior middle school and elementary school students. This study aimed to explore the effects of teacher's emotional support on math performance, and examine the mediating role of academic self-efficacy and math behavioral engagement. A total of 1,294 students in grades 3-5 and 7-8 from 14 junior middle and primary schools in China took part in the web-based survey. Results showed the following: (1) academic self-efficacy mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; math behavioral engagement mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; (2) The relationship between teacher's emotional support and math performance of Chinese junior middle school boys and girls was mediated by the chain of academic self-efficacy and math behavioral engagement.
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Affiliation(s)
- Yanfei Yang
- Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
| | - Guangzheng Li
- School of Education Science, Jiangsu Normal University, Xuzhou, China
| | - Zhanguo Su
- Faculty of Physical Education, HuaiNan Normal University, Huainan, China
| | - Yuan Yuan
- School of Teacher Education, Heze University, Heze, China
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Meng Y. Fostering EFL/ESL Students' State Motivation: The Role of Teacher-Student Rapport. Front Psychol 2021; 12:754797. [PMID: 34589039 PMCID: PMC8473689 DOI: 10.3389/fpsyg.2021.754797] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2021] [Accepted: 08/17/2021] [Indexed: 11/17/2022] Open
Abstract
It is maintained that one of the significant determining issues of success is motivation, and enhancing EFL/ESL students' motivation is dominant in cultivating their learning in the classroom. Moreover, teachers are reflected as the most noteworthy figure of any scholastic organization and the positive rapport between students and teachers is significant for learners' state motivation. In line with the investigations of teacher-student rapport, principles from positive psychology (PP), and motivational theories such as self-determination and rhetorical/relational goal theory, the present theoretical review seeks this type of relationship and its effects on learners' motivation. Student-teacher rapport results in progressive practices for learners, as well as superior classroom involvement, and motivation. Subsequently, the helpfulness of findings for teachers, learners, materials developers, and teacher trainers are conferred.
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Affiliation(s)
- Yanzhi Meng
- School of Foreign Languages, Xinxiang Medical University, Xinxiang, China
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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: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [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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Zitzmann S, Wagner W, Hecht M, Helm C, Fischer C, Bardach L, Göllner R. How Many Classes and Students Should Ideally be Sampled When Assessing the Role of Classroom Climate via Student Ratings on a Limited Budget? An Optimal Design Perspective. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-021-09635-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AbstractA central question in educational research is how classroom climate variables, such as teaching quality, goal structures, or interpersonal teacher behavior, are related to critical student outcomes, such as students’ achievement and motivation. Student ratings are frequently used to measure classroom climate. When using student ratings to assess classroom climate, researchers first ask students to rate classroom climate characteristics and then aggregate the ratings on the class level. Multilevel latent variable modeling is then used to determine whether class-mean ratings of classroom climate are predictive of student outcomes and to correct for unreliability so that the relations can be estimated without bias. In this article, we adopt an optimal design perspective on this specific strategy. Specifically, after briefly recapping a prominent model in climate research, we show and explain (a) how statistical power can be maximized by choosing optimal numbers of classes and students per class given a fixed budget for conducting a study and (b) how the budget required to achieve a prespecified level of power can be minimized. Moreover, we present an example from research on teaching quality to illustrate the procedures and to provide guidance to researchers who are interested in studying the role of classroom climate. Also, we present a Shiny App that can be used to help find optimal designs for classroom climate studies. The app can be accessed at https://psychtools.shinyapps.io/optimalDesignsClassroomClimate
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Yang N, Shi J, Lu J, Huang Y. Language Development in Early Childhood: Quality of Teacher-Child Interaction and Children's Receptive Vocabulary Competency. Front Psychol 2021; 12:649680. [PMID: 34335365 PMCID: PMC8319497 DOI: 10.3389/fpsyg.2021.649680] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2021] [Accepted: 06/14/2021] [Indexed: 11/13/2022] Open
Abstract
High-quality teacher-child interactions in early learning environments have been regarded as a key contributor to children's early language and cognitive development in international scholarships. Little is known, however, about the longitudinal effects of children's receptive vocabularies in the Chinese context. In this study, we addressed the question of such longitudinal effects by examining the predictive effect of preschool teacher-child interaction quality on children's subsequent receptive vocabulary development in 42 kindergartens in Guangdong Province China. The results in a nested design showed that except for the factor of Emotional Support, the other two factors (Classroom Management and Instructional Support) were positive predictors to children's vocabulary competency from K2 (T1) to K3 (T2) at preschools. Findings contribute to the growing international literature on the critical role teacher-child interaction quality plays in children's language and literacy learning and development. Implications for enhancing communication channels between early childhood (EC) educators and decision-makers, and the strategies of the improvement of language and literacy teachers' professional development are also discussed.
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Affiliation(s)
- Ning Yang
- School of Education, South China Normal University, Guangzhou, China
| | - Jiuqian Shi
- Kindergarten Affiliated to Jinan University, Guangzhou, China
| | - Jinjin Lu
- School of Foreign Languages, China University of Geosciences, Wuhan, China
| | - Yi Huang
- Department of Psychology, Institute for Research of Children, Youth and Family, Faculty of Social Sciences, Masaryk University, Brno, Czechia
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Yang Y, Yuan Y, Tan H, Wang Y, Li G. The linkages between Chinese children's both cognitive engagement and emotional engagement and behavioral engagement: Mediating effect of perceptions of classroom interactions in math. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22571] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Yanfei Yang
- Faculty of Human Development Universiti Pendidikan Sultan Idris Tanjong Malim Malaysia
| | - Yuan Yuan
- Faculty of Teacher Education Heze University Heze China
| | - Hongqi Tan
- Xie Zhuang Primary School, Zhengzhou Economic and Technological Development Zone Zhengzhou China
| | - Yili Wang
- Student's Mental Health Center Yantai University Yantai China
| | - Guangzheng Li
- School of Education Science Jiangsu Normal University Xuzhou China
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Children’s academic and social-emotional competencies and the quality of classroom interactions in high-needs urban elementary schools. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101975] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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50
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LaBrenz CA, Dell PJ, Fong R, Liu V. Happily Ever After? Life Satisfaction After Childhood Exposure to Violence. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:NP6747-NP6766. [PMID: 30614358 DOI: 10.1177/0886260518820706] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
A plethora of research has linked exposure to violence during childhood to negative long-term physical health, mental health, and risk behavior outcomes. Yet, despite estimates that up to 60% of children in the United States will be exposed to violence, little is known about the impact on adult life satisfaction among different racial and ethnic groups, or for different types of violence exposure. This article seeks to explore factors that are associated with life satisfaction in adults who were exposed to family violence or physically abused as a child, while adjusting race, ethnicity, gender, and emotional support. Employing data from the 2010 Behavioral Risk Factor Surveillance System (BRFSS), links are examined between childhood exposure to violence and adult life satisfaction. For this study, noninstitutionalized adults aged 18 and above in the United States were included. Adults who reported exposure to physical abuse as a child had lower odds of reporting life satisfaction, and those with both physical abuse and interpersonal violence exposure had the lowest odds of long-term life satisfaction. Higher levels of income, emotional support, and marriage were associated with higher levels of satisfaction for both adults who were not exposed to violence as children and those who were. After controlling for sociodemographic factors, adults who identified as Asian or Pacific Islander had higher odds of reporting life satisfaction than their Caucasian counterparts. Implications from these findings include targeting interventions to increase emotional support and social networks for individuals who have been exposed to violence.
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Affiliation(s)
| | | | | | - Vera Liu
- The University of Texas at Austin, USA
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