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Froiland, John Mark; Worrell, Frank C.; Oh, Hyejeong – Psychology in the Schools, 2019
Teacher-student relationships have been linked to autonomous motivation and achievement. However, relatively little is known about whether satisfying students' psychological needs mediates the association between teacher-student relationships and student happiness. Furthermore, this relationship needs to be examined in samples of students from…
Descriptors: Teacher Student Relationship, Psychological Patterns, Correlation, Ethnic Groups
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Fiorilli, Caterina; Schneider, Barry; Buonomo, Ilaria; Romano, Luciano – Psychology in the Schools, 2019
Italy had traditionally been considered a family-oriented culture where support from relatives is primary. The major purpose of this study was to clarify the benefits of social support inside and outside the family for schoolteachers in Italy, focusing on the teacher burnout and work engagement. Findings indicated that the family was by far the…
Descriptors: Family Relationship, Social Support Groups, Teacher Burnout, Job Satisfaction
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Huk, Oksana; Terjesen, Mark D.; Cherkasova, Lina – Psychology in the Schools, 2019
Irrational beliefs have been linked to negative unhealthy emotions that can contribute to occupational burnout. Maladaptive cognitive schemas, such as irrational beliefs, are theorized to interfere with an appraisal of the perceived balance of resources and demands. The aim of the current study is to investigate the extent to which irrational…
Descriptors: Teacher Burnout, Self Efficacy, Institutional Characteristics, Teacher Attitudes
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Kulkarni, Tara; Sullivan, Amanda L. – Psychology in the Schools, 2019
Recent studies report the cumulative prevalence of behavioral disorders among school-age children to be second only to anxiety disorders. Unfortunately, by the time behavior has been identified as needing special education services, patterns of disruptive and externalizing behavior have often become unremitting. If at-risk behavior can be reliably…
Descriptors: Correlation, Elementary School Students, Behavior Problems, Kindergarten
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Huang, Jing; Chen, Gaowei – Psychology in the Schools, 2019
This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self-concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the…
Descriptors: Student Motivation, Reading Strategies, Teaching Methods, Reading Instruction
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Valente, Sabina; Monteiro, Ana Paula; Lourenço, Abílio Afonso – Psychology in the Schools, 2019
One of the fundamental problems of educational systems in many countries is related to classroom discipline. This reflects one of the worst problems faced by teachers. Classroom discipline management strategies play an effective role in creating positive teacher-student relationships. One of the factors that influence behavior management in a…
Descriptors: Correlation, Classroom Techniques, Secondary School Teachers, Emotional Intelligence
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Poch, Apryl L.; Allen, Abigail A.; Lembke, Erica S. – Psychology in the Schools, 2019
Spelling has been identified as a key transcription skill that emerges during the elementary years as students learn how to write and subsequently develop fluency with writing, making the assessment of spelling a critical component of evaluation systems within schools. This includes the use of curriculum-based measures of writing (CBM-W). This…
Descriptors: Spelling, Achievement Tests, Curriculum Based Assessment, Scoring
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Kester, Karen R.; Lucyshyn, Joseph M. – Psychology in the Schools, 2019
Across the disciplines of psychology, the research to practice gap is gaining recognition. This study used an integrated knowledge translation (iKT) framework to evaluate the acceptability, feasibility, and sustainability of delivering an anxiety intervention for children with autism spectrum disorders (i.e., "FYF"), in schools. Five…
Descriptors: Anxiety, Stress Management, Children, Autism
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Parker, Janise S.; Shum, Kai Zhuang; Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth; Ferron, John; Dedrick, Robert F. – Psychology in the Schools, 2019
This study explored how adaptive help seeking was related to academic self-efficacy, perfectionism (maladaptive and adaptive), attitudes toward help seeking (perceived benefits and perceived threats), and teacher emotional support among 311 grade 9 students in Advanced Placement and International Baccalaureate classes. Significant bivariate links…
Descriptors: Predictor Variables, Help Seeking, Middle School Students, Grade 9
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Hossain, Saira; O'Neill, Sue C.; Strnadová, Iva – Psychology in the Schools, 2019
School satisfaction is the reflection of students' comprehensive evaluation of their school experience. This study reports the level of school satisfaction among students in Grades 6 and 8 in Bangladesh to perceive and the factors that might contribute to it using a cross-sectional research design. A 61-item survey questionnaire was utilized to…
Descriptors: Foreign Countries, Student Satisfaction, Secondary School Students, Grade 6
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Fischer, Saskia M.; Bilz, Ludwig – Psychology in the Schools, 2019
Teacher intervention is an important factor in stopping bullying. Several studies indicate that teachers who believe they are capable of stopping bullying intervene more often in bullying. But this finding has only been based on hypothetical situations. It remains unclear if these results can be replicated in bullying interventions that the…
Descriptors: Teacher Attitudes, Self Efficacy, Bullying, Intervention
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Soutullo, Olivia R.; Sanders-Smith, Stephanie C.; Smith-Bonahue, Tina M. – Psychology in the Schools, 2019
School psychologists are encouraged to establish family-school partnerships with culturally and linguistically diverse families across the spectrum of child development. Partnerships and collaborations have been described in prior literature as bidirectional, nonhierarchical relationships between families and schools, expanding on the more…
Descriptors: School Psychologists, Internship Programs, Family School Relationship, Student Attitudes
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Dennie, David; Acharya, Parul; Greer, Deirdre; Bryant, Camille – Psychology in the Schools, 2019
The study examined the extent that teacher-student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self-systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which…
Descriptors: Teacher Student Relationship, Class Activities, Learner Engagement, Grade 7
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Hammerschmidt-Snidarich, Stephanie M.; Maki, Kathrin E.; Adams, Sarah R. – Psychology in the Schools, 2019
Repeated reading (RR) is a common fluency intervention, but recent studies comparing RR to continuous reading (CR; i.e., wide reading) found no significant differences in effects. This prompts the question of whether the mechanism that improves skills is repeatedly reading portions of connected text, or simply reading connected text. The current…
Descriptors: Reading Instruction, Repetition, Reading Fluency, Intervention
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Buek, Katharine W. – Psychology in the Schools, 2019
Children's approaches to learning (AtL) has been identified in research and policy as a key domain of children's school readiness. However, relatively little is known about the child and family factors that shape early AtL, how it varies in the general population, or how it develops and changes through the early years of schooling. This…
Descriptors: Learning Strategies, Learning Processes, Kindergarten, Grade 1
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