The Relation Between Classroom Adversity and Students' Problem Behavior as a Function of Teachers' Emotional Support.
The purpose of this study was to examine the relation between teachers' reports of classroom adversity, a measure of classroom hardship, and student problem behavior in a sample of students with or at risk of emotional/behavioral disorders. We also examined the extent to which this relation varied a...
| Publicado en: | Behavioral Disorders Vol. 49; no. 4; pp. 207 - 222 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Aug2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=178653141&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178653141 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Aug2024 vid: 49 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 178653141 175222582 178653141 178653141 10.1177/01987429231221498 178653141 ppf: 207 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The Relation Between Classroom Adversity and Students' Problem Behavior as a Function of Teachers' Emotional Support. aug: au: Granger, Kristen L. Chow, Jason C. McLean, Leigh Vallarta, Natalie Dear, Emma Sutherland, Kevin S. affil: Vanderbilt University, Nashville, TN, USA sug: subj: Affective Disorders Risk Factors Child Behavior Disorders Risk Factors Learning Environment Faculty Attitudes Faculty-Student Relations Support, Psychosocial Human Funding Source Male Female Teachers Students, Elementary Mid Atlantic Region Child Behavior Multiple Regression Models, Theoretical Reports Child Development Male Female ab: The purpose of this study was to examine the relation between teachers' reports of classroom adversity, a measure of classroom hardship, and student problem behavior in a sample of students with or at risk of emotional/behavioral disorders. We also examined the extent to which this relation varied as a function of multiple domains of classroom quality. A series of multiple regression models, adjusting for the nesting of students within classrooms, were conducted. Models revealed a significant effect of the interaction between classroom adversity and classroom emotional support on teachers' reports of student problem behaviors. This effect indicated that in low-adversity classrooms, teachers differed in their reports of students' problem behaviors depending on their level of emotional support. In high-adversity classrooms, however, teachers' reports of students' problem behaviors were relatively similar regardless of their level of emotional support. Findings suggest classroom adversity is likely an important contextual factor to consider when examining student outcomes and that teacher emotional support may mitigate the influence of classroom adversity. We conclude with a discussion of the implications of this work for research and practice. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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