NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Rigby, Ken – International Journal of School & Educational Psychology, 2018
With the growing recognition of the serious problem of bullying in schools, attention is drawn to the gap between what is known through research about school-based bullying and what is being applied in schools. This article seeks to identify areas in which the beliefs of teachers about school bullying agree with, or diverge from, what has been…
Descriptors: Bullying, Teacher Attitudes, Beliefs, Knowledge Level
Peer reviewed Peer reviewed
Direct linkDirect link
Bowles, Terence V. – International Journal of School & Educational Psychology, 2017
Social skills training is a long-standing intervention for adolescents with social anxiety, while self-esteem is often ignored. However, there is little evidence suggesting that those with social anxiety require social skills training or interventions associated with self-esteem. The aim of the research was to investigate whether social skills and…
Descriptors: Intervention, Anxiety, Adolescent Development, Interpersonal Competence
Peer reviewed Peer reviewed
Direct linkDirect link
Flanagan, Michael J.; Putwain, David W.; Caltabiano, Marie L. – International Journal of School & Educational Psychology, 2015
Previous studies have established that higher test anxiety (TA) is related to achievement goals with an avoidance valence. However, comprehensive empirical examination of relations between the recently proposed 3 × 2 model of achievement goals (self, task, and other-referenced goals along an approach-avoidance dimension) and test anxiety has yet…
Descriptors: Correlation, Goal Orientation, Test Anxiety, Undergraduate Students
Peer reviewed Peer reviewed
Direct linkDirect link
Furlong, Michael J.; You, Sukkyung; Smith, Douglas C.; Gonzalez, Victoria; Boman, Peter; Shimoda, Yoshiyuki; Terasaka, Akiko; Merino, Cesar; Grazioso, María del Pilar – International Journal of School & Educational Psychology, 2013
The validity of the Multidimensional School Anger Inventory (MSAI) was examined with adolescents from 5 Pacific Rim countries (N = 3,181 adolescents; age, M = 14.8 years; 52% females). Confirmatory factor analyses examined configural invariance for the MSAI's anger experience, hostility, destructive expression, and anger coping subscales. The…
Descriptors: Foreign Countries, Factor Analysis, Factor Structure, Measures (Individuals)