Journal of Educational Psychology,
Journal Year:
2016,
Volume and Issue:
108(7), P. 1013 - 1027
Published: Feb. 22, 2016
The
present
study
examined
teachers'
domain-specific
self-efficacy
(TSE)
in
relation
to
individual
students
with
a
variety
of
social-emotional
behaviors
class.Using
sample
526
third-to
sixth-grade
and
69
teachers,
multilevel
modeling
was
conducted
examine
students'
externalizing,
internalizing,
prosocial
as
predictors
TSE
toward
students,
the
potential
moderating
roles
teaching
experience
perceived
amount
classroom
misbehavior.Results
showed
that
most
variance
occurred
within
teachers.Students'
externalizing
behavior
negatively
associated
for
instructional
strategies,
management,
student
engagement,
emotional
support.In
contrast,
teachers
reported
higher
levels
high
behavior,
irrespective
domain.Students'
internalizing
predicted
lower
strategies
support,
management.Last,
misbehavior
exacerbated
negative
association
between
management.These
findings
illustrate
importance
viewing
from
dyadic
perspective.
Educational Psychologist,
Journal Year:
2019,
Volume and Issue:
54(3), P. 162 - 184
Published: July 3, 2019
This
article
seeks
to
develop
transformative
social
and
emotional
learning
(SEL),
a
form
of
SEL
intended
promote
equity
excellence
among
children,
young
people,
adults.
We
focus
on
issues
race/ethnicity
as
first
step
toward
addressing
the
broader
range
extant
inequities.
Transformative
is
anchored
in
notion
justice-oriented
citizenship,
we
discuss
culture,
identity,
agency,
belonging,
engagement
relevant
expressions
Collaborative
for
Academic,
Social
Emotional
Learning
5
core
competencies.
also
point
programs
practices
that
hold
promise
cultivating
these
competencies
importance
adult
professional
development
making
efforts
maximally
effective
diverse
children
youth.
conclude
by
offering
few
next
steps
further
advance
research
practice.
Journal of Occupational Health Psychology,
Journal Year:
2017,
Volume and Issue:
23(2), P. 262 - 277
Published: Feb. 2, 2017
The
job
demands-resources
model
(JD-R
model;
Bakker
&
Demerouti,
2014)
is
well
established
in
occupational
research,
and
the
proposed
processes
it
posits
have
been
replicated
numerous
times.
Thus,
JD-R
provides
an
excellent
framework
for
explaining
well-being
of
beginning
teachers-an
occupation
associated
with
particularly
high
levels
strain
consequently,
attrition
rates.
However,
model's
assumptions
to
date
mostly
tested
piecewise,
seldom
on
basis
longitudinal
models.
With
a
series
autoregressive
SEM
models
(N
=
1,700)
we
all
simultaneously
one
applied
focus
teachers.
We
assessed
self-reports
teachers
at
three
time
waves:
end
(one
half
two
years
later)
their
preservice
period,
again,
year
later.
Results
revealed
significant
direct
effects
resources
(self-efficacy)
engagement,
demands
(classroom
disturbances)
(emotional
exhaustion),
reverse
path
engagement
self-efficacy.
Additionally,
results
showed
moderation
effects:
Self-efficacy
buffered
demands-strain
relationship,
while
self-efficacy
also
predicted
especially
when
disturbances
were
high.
classroom
management
plays
important
role
teachers'
stress
development
process,
as
will,
case
disturbances,
not
only
buffer
strain-enhancing
effects,
but
boost
engagement.
Commitment
was
directly
by
emotional
exhaustion
indirectly
(via
engagement).
provide
strong
empirical
support
model.
(PsycINFO
Database
Record
