A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence [0.03%]
一项纵向研究：从童年到青春期早期的师生关系质量、难治性气质和高危行为
Kathleen Moritz Rudasill,Thomas G Reio Jr,Natalie Stipanovic et al.
Kathleen Moritz Rudasill et al.
This study examines the mediating role of student-teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 4 1/2 and risky behavior in 6th g...
Multicenter Study
Journal of school psychology. 2010 Oct;48(5):389-412. DOI:10.1016/j.jsp.2010.05.001 2010
Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement [0.03%]
小学年级的师生关系类型：对学业成就和学习动力的影响轨迹
Jiun-Yu Wu,Jan N Hughes,Oi-Man Kwok
Jiun-Yu Wu
Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second- and third-grade students. Cluster analysis identified four types of...
Multicenter Study
Journal of school psychology. 2010 Oct;48(5):357-87. DOI:10.1016/j.jsp.2010.06.004 2010
Responding to rule violations or rule following: A comparison of two versions of the Good Behavior Game with kindergarten students [0.03%]
对违规行为或遵规行为的反应：幼儿良好行为游戏两个版本的比较研究
Gizem Tanol,LeAnne Johnson,Jennifer McComas et al.
Gizem Tanol et al.
The purpose of this study was to examine the differential effects of 2 versions of the Good Behavior Game (Barrish, Saunders, & Wolf, 1969), allocating teacher attention to rule violations (GBG-response cost) and to rule following (GBG-rein...
Randomized Controlled Trial
Journal of school psychology. 2010 Oct;48(5):337-55. DOI:10.1016/j.jsp.2010.06.001 2010
Facial attractiveness as a moderator of the association between social and physical aggression and popularity in adolescents [0.03%]
相貌吸引力在社会攻击和物理攻击与青少年受欢迎程度关联中的调节作用
Lisa H Rosen,Marion K Underwood
Lisa H Rosen
This study examined the relations between facial attractiveness, aggression, and popularity in adolescence to determine whether facial attractiveness would buffer against the negative effects of aggression on popularity. We collected rating...
Family involvement for children with disruptive behaviors: the role of parenting stress and motivational beliefs [0.03%]
父母参与、育儿压力和动机信念在儿童攻击性行为中的作用研究
Carrie A Semke,S Andrew Garbacz,Kyongboon Kwon et al.
Carrie A Semke et al.
Children with disruptive behaviors are at risk for adverse outcomes. Family involvement is a significant predictor of positive child behavior outcomes; however, little research has investigated parent psychological variables that influence ...
Randomized Controlled Trial
Journal of school psychology. 2010 Aug;48(4):293-312. DOI:10.1016/j.jsp.2010.04.001 2010
Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten [0.03%]
家长与学校的关系和公立幼儿园儿童的学业及社会性发展之间的关系
Douglas R Powell,Seung-Hee Son,Nancy File et al.
Douglas R Powell et al.
Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Child...
Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: A prospective analysis [0.03%]
教师支持通过提升课堂参与影响小学生成就归因及同伴接纳——追踪研究结果
Jan N Hughes,Oi-Man Kwok
Jan N Hughes
Participants were 360 (52.2% male) ethnically diverse and academically at-risk first-grade children attending one of three school districts in southeast and central Texas. Using latent variable structural equation modeling, we tested a theo...
Retention of Hispanic/Latino students in first grade: Child, parent, teacher, school, and peer predictors [0.03%]
拉丁裔学生一年级留级现象：儿童、家长、教师、学校及同伴预测因素
Victor L Willson,Jan N Hughes
Victor L Willson
A sample of 283 Hispanic children with literacy performance at entrance to first grade below the median for their school district was studied as part of a larger research project on the predictors of grade retention in grade 1. Following re...
Peer assessments of normative and individual teacher-student support predict social acceptance and engagement among low-achieving children [0.03%]
同伴评估的规范性和个体化的师生支持预测低成就儿童的社会接纳和参与度
Jan N Hughes,Duan Zhang,Crystal R Hill
Jan N Hughes
This study used hierarchical linear modeling to predict first grade students' peer acceptance, classroom engagement, and sense of school belonging from measures of normative classroom teacher-student support and individual teacher-student s...
Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students [0.03%]
关系因素对教师关于学业危险的少数和多数一年级学生学业能力感知的影响
Jan N Hughes,Katie A Gleason,Duan Zhang
Jan N Hughes
This study examined the associations among child demographic variables, teacher perceptions of parent-teacher and student-teacher relationship quality, and teacher perceptions of children's academic abilities in an ethnically diverse sample...