188 related articles for article (PubMed ID: 36817721)
1. Teachers' Self-Efficacy and Perceptions of School Climate are Uniquely Associated with Students' Externalizing and Internalizing Behavior Problems.
Finch JE; Akhavein K; Patwardhan I; Clark CAC
J Appl Dev Psychol; 2023; 85():. PubMed ID: 36817721
[TBL] [Abstract][Full Text] [Related]
2. Pre-school Teachers' Stereotypes and Self-Efficacy are Linked to Perceptions of Behavior Problems in Newly Arrived Refugee Children.
Chwastek S; Leyendecker B; Heithausen A; Ballero Reque C; Busch J
Front Psychiatry; 2020; 11():574412. PubMed ID: 33584360
[No Abstract] [Full Text] [Related]
3. The Relationship between Children's Emotional and Behavioral Problems and the Social Responses of Elementary School Teachers.
Pace TM; Mullins LL; Beesley D; Hill JS; Carson K
Contemp Educ Psychol; 1999 Apr; 24(2):140-155. PubMed ID: 10072313
[TBL] [Abstract][Full Text] [Related]
4. Similarities and dissimilarities between teachers' and students' relationship views in upper elementary school: The role of personal teacher and student attributes.
Zee M; Koomen HMY
J Sch Psychol; 2017 Oct; 64():43-60. PubMed ID: 28735607
[TBL] [Abstract][Full Text] [Related]
5. Teacher-child one-on-one playtime: Teachers' non-intrusiveness predicts developmental outcomes of children with developmental delay.
Dolev S; Sher-Censor E; Zach E; Shalem Gan-Or M
Res Dev Disabil; 2023 May; 136():104487. PubMed ID: 36958126
[TBL] [Abstract][Full Text] [Related]
6. Parents' and teachers' ratings of family engagement: Congruence and prediction of outcomes.
Ogg J; Clark K; Strissel D; Rogers M
Sch Psychol; 2021 May; 36(3):142-154. PubMed ID: 34014697
[TBL] [Abstract][Full Text] [Related]
7. Catching sight of children with internalizing symptoms in upper elementary classrooms.
Zee M; Rudasill KM
J Sch Psychol; 2021 Aug; 87():1-17. PubMed ID: 34303444
[TBL] [Abstract][Full Text] [Related]
8. Class- and subject teachers' self-efficacy and emotional stability and students' perceptions of the teacher-student relationship, classroom management, and classroom disruptions.
Wettstein A; Ramseier E; Scherzinger M
BMC Psychol; 2021 Jul; 9(1):103. PubMed ID: 34238377
[TBL] [Abstract][Full Text] [Related]
9. Teacher- and parent-child relationships and children's adjustment behaviors in grade 1: The role of temperament.
Jaruseviciute V; Kiuru N; Silinskas G
J Fam Psychol; 2022 Dec; 36(8):1363-1375. PubMed ID: 35925716
[TBL] [Abstract][Full Text] [Related]
10. Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors.
Roorda DL; Koomen HM; Spilt JL; Thijs JT; Oort FJ
J Sch Psychol; 2013 Feb; 51(1):143-58. PubMed ID: 23375178
[TBL] [Abstract][Full Text] [Related]
11. Bidirectional Associations Between Teacher-Child Relationship Quality and Chinese American Immigrant Children's Behavior Problems.
Ly J; Zhou Q
J Clin Child Adolesc Psychol; 2018; 47(6):954-966. PubMed ID: 27419341
[TBL] [Abstract][Full Text] [Related]
12. Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys' and Girls' Academic Engagement and Procrastination Behavior.
Opdenakker MC
Front Psychol; 2021; 12():628064. PubMed ID: 33776849
[TBL] [Abstract][Full Text] [Related]
13. Returning to School: Teachers' Occupational and COVID-19-Related Stress and Their Perceptions of School Climate.
Metrailer GM; Clark KN
Contemp Sch Psychol; 2022 Oct; ():1-13. PubMed ID: 36259075
[TBL] [Abstract][Full Text] [Related]
14. Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics.
Clark KN; Blocker MS; Gittens OS; Long ACJ
J Sch Psychol; 2023 Oct; 100():101239. PubMed ID: 37689441
[TBL] [Abstract][Full Text] [Related]
15. Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools.
Webster-Stratton C; Jamila Reid M; Stoolmiller M
J Child Psychol Psychiatry; 2008 May; 49(5):471-88. PubMed ID: 18221346
[TBL] [Abstract][Full Text] [Related]
16. Longitudinal Relations Between Child Maltreatment in Families and Psychological Maltreatment by Teachers: The Mediating Roles of Internalizing and Externalizing Problems Among Chinese Children.
Gong X; Huebner ES; Tian L
J Interpers Violence; 2023 Feb; 38(3-4):2716-2741. PubMed ID: 35608998
[TBL] [Abstract][Full Text] [Related]
17. One Year Follow Up Efficacy of the Coping Power Universal and Its Relations with Teachers' Occupational Stress.
Levantini V; Ala E; Bertacchi I; Cristoni G; Maggi S; Pontrandolfo G; Torsellini M; Lochman JE; Muratori P
Children (Basel); 2021 Sep; 8(10):. PubMed ID: 34682097
[TBL] [Abstract][Full Text] [Related]
18. Hot and cool executive function in the development of behavioral problems in grade school.
Wang Y; Ji H
Dev Psychopathol; 2024 Feb; ():1-11. PubMed ID: 38415404
[TBL] [Abstract][Full Text] [Related]
19. Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms.
Friedman-Krauss AH; Raver CC; Neuspiel JM; Kinsel J
Early Educ Dev; 2014; 25(5):681-702. PubMed ID: 28596698
[TBL] [Abstract][Full Text] [Related]
20. Student and teacher perceptions of school climate: a multilevel exploration of patterns of discrepancy.
Mitchell MM; Bradshaw CP; Leaf PJ
J Sch Health; 2010 Jun; 80(6):271-9. PubMed ID: 20573139
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]