Teacher and student race as a predictor for negative feedback during instruction [0.03%]
师生地位竞争与课堂教学中的负面反馈之间的关系预测模型
Terrance M Scott,Nicholas Gage,Regina Hirn et al.
Terrance M Scott et al.
There is a long and persistent gap between the academic achievement of White and Black students in America's schools. Further, Black students are suspended from school at a rate that is more than three times greater than White students. Whi...
Diagnostic accuracy of a universal screening multiple gating procedure: A replication study [0.03%]
一种通用筛查多门控程序的诊断准确性：一项验证性研究
Stephen P Kilgus,Nathaniel P von der Embse,Crystal N Taylor et al.
Stephen P Kilgus et al.
The purpose of this diagnostic accuracy study was to evaluate the sensitivity and specificity (among other indicators) of three universal screening approaches, including the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), a...
Examining the stability of social, emotional, and behavioral risk status: Implications for screening frequency [0.03%]
社会情绪和行为风险状态的稳定性研究：对筛查频率的影响
Faith G Miller,Sandra M Chafouleas,Megan E Welsh et al.
Faith G Miller et al.
Responsive service delivery frameworks rely on the use of screening approaches to identify students in need of support and to guide subsequent assessment and intervention efforts. However, limited empirical investigations have been directed...
The big two personality traits and adolescents' complete mental health: The mediation role of perceived school stress [0.03%]
两大人格特质与青少年完整心理健康的关系：学业压力的中介作用研究
Lili Tian,Siyi Jiang,E Scott Huebner
Lili Tian
Based on Greenspoon and Saklofske's (2001) dual-factor model of mental health, we defined adolescents' mental health as comprised of two distinguishable factors: positive and negative mental health. We tested the direct relations between th...
First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning [0.03%]
一年级课堂水平的不利因素：与教学实践、学术技能和执行功能的关系
Tashia Abry,Kristen L Granger,Crystal I Bryce et al.
Tashia Abry et al.
Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a model-building approach, the authors examined direct and indirect associations between first-grade (G1) class...
Fostering youth self-efficacy to address transgender and racial diversity issues: The role of gay-straight alliances [0.03%]
培育青年自我效能以应对性别转换和种族多样性问题：性取向支持联盟的作用
Eddie S K Chong,V Paul Poteat,Hirokazu Yoshikawa et al.
Eddie S K Chong et al.
Gay-Straight Alliances (GSAs) aspire to empower youth to address multiple systems of oppression, including those affecting transgender and racial/ethnic minority youth, yet there is little indication of factors contributing to youths' self-...
Does increased effort compensate for performance debilitating test anxiety? [0.03%]
更大的努力能弥补考试焦虑对表现的负面影响吗？
David W Putwain,Wendy Symes
David W Putwain
It is well established that test anxiety is negatively related to examination performance. Based on attentional control theory, the aim of this study was to examine whether increased effort can protect against performance debilitating test ...
Evaluation of second step on early elementary students' academic outcomes: A randomized controlled trial [0.03%]
一项随机对照试验评估了第二步方案对小学低年级学生学业成绩的影响
Clayton R Cook,Sabina Low,Joanne Buntain-Ricklefs et al.
Clayton R Cook et al.
Research has consistently linked social-emotional learning to important educational and life outcomes. Early elementary represents an opportune developmental period to proactively support children to acquire social-emotional skills that ena...
Does oral language underpin the development of later behavior problems? A longitudinal meta-analysis [0.03%]
一项纵向元分析：口头语言是否影响日后的行为问题？
Jason C Chow,Erik Ekholm,Heather Coleman
Jason C Chow
Objective: The purpose of this article is to estimate the overall weighted mean effect of the relation between early language skills and later behavior problems in school-aged children. ...
Screening for behavioral risk: Identification of high risk cut scores within the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) [0.03%]
行为风险筛查：在社会、学术和情感行为风险筛查(SAEBRS)中识别高危切点值
Stephen P Kilgus,Crystal N Taylor,Nathaniel P von der Embse
Stephen P Kilgus
The purpose of this study was to support the identification of Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) cut scores that could be used to detect high-risk students. Teachers rated students across two time points (Time ...