Classroom Learning Environments and the Mental Health of First Grade Children.
Sociological research focuses on how poverty, family, and neighborhood dynamics shape children’s problems, but knowledge about how school is related to children’s mental health is underdeveloped, despite its central presence in children’s lives. Using a social structure and personality-stress contag...
| Publicado en: | Journal of Health & Social Behavior Vol. 52; no. 1; pp. 4 - 23 |
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| Autores principales: | , |
| Formato: | Artículo |
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Sage Publications Inc.
Mar2011
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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=hlh&AN=66905362&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 66905362 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00221465 JHS jtl: Journal of Health & Social Behavior issn: 00221465 maglogo: Y pubinfo: dt: Mar2011 vid: 52 iid: 1 pid: 344 pub: Sage Publications Inc. artinfo: ui: 66905362 10.1177/0022146510394952 ppf: 4 ppct: 19 formats: tig: atl: Classroom Learning Environments and the Mental Health of First Grade Children. aug: au: Milkie, Melissa A. Warner, Catharine H. affil: University of Maryland-College Park, College Park, MD, USA, mmilkie@socy.umd.edu University of Maryland-College Park, College Park, MD, USA su: Classroom environment Educational sociology School environment Classroom dynamics Child psychology research Mental health of students Psychology Disease risk factors sug: subj: Classroom environment Educational sociology School environment Classroom dynamics Child psychology research Mental health of students Psychology Disease risk factors keyword: children mental health race school teachers ab: Sociological research focuses on how poverty, family, and neighborhood dynamics shape children’s problems, but knowledge about how school is related to children’s mental health is underdeveloped, despite its central presence in children’s lives. Using a social structure and personality-stress contagion perspective, the authors use a nationally representative sample of first graders (N = 10,700) to assess how the classroom learning environment affects children’s emotional and behavior problems. Children in more negative environments—such as classrooms with fewer material resources and whose teachers receive less respect from colleagues—have more learning, externalizing, interpersonal, and internalizing problems. Moreover, children in classrooms with low academic standards, excessive administrative paperwork, rowdy behavior, and low skill level of peers have more problems across one or more outcomes. Some school effects vary across race and ethnicity. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2011 holdings: @attributes: islocal: N |
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