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Zee, Marjolein; de Jong, Peter F.; Koomen, Helma M. Y. – Journal of Educational Psychology, 2016
The present study examined teachers' domain-specific self-efficacy (TSE) in relation to individual students with a variety of social-emotional behaviors in class. Using a sample of 526 third- to sixth-grade students and 69 teachers, multilevel modeling was conducted to examine students' externalizing, internalizing, and prosocial behaviors as…
Descriptors: Self Efficacy, Elementary School Teachers, Grade 3, Grade 4
Zee, Marjolein; Rudasill, Kathleen Moritz; Bosman, Rianne J. – Journal of Educational Psychology, 2021
This 3-wave longitudinal study explored the complex ways in which students' motivation (motivational attitudes and beliefs), relationships with teachers (closeness, conflict, and dependency), and academic achievement (reading comprehension and math performance) inform one another from kindergarten through 6th grade. The sample included students (N…
Descriptors: Foreign Countries, Student Motivation, Academic Achievement, Teacher Student Relationship
Carol McDonald Connor; Henry May; Nicole Sparapani; Jin Kyoung Hwang; Ashley Adams; Taffeta S. Wood; Sarah Siegal; Cassidy Wolfe; Stephanie Day – Journal of Educational Psychology, 2022
Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction…
Descriptors: Individualized Instruction, Kindergarten, Primary Education, Intervention
DiPerna, James Clyde; Lei, Puiwa; Cheng, Weiyi; Hart, Susan Crandall; Bellinger, Jillian – Journal of Educational Psychology, 2018
The purpose of this study was to evaluate the efficacy of a universal social skills program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007), for students in first grade. Classrooms from 6 elementary schools were randomly assigned to treatment or business-as-usual control conditions.…
Descriptors: Skill Development, Interpersonal Competence, Social Development, Elementary School Students
O'Connor, Erin E.; Cappella, Elise; McCormick, Meghan P.; McClowry, Sandee G. – Journal of Educational Psychology, 2014
The primary aim of this group randomized trial was to test the efficacy of INSIGHTS Into Children's Temperament (INSIGHTS) in increasing the academic achievement and sustained attention and reducing the disruptive behavior problems of low-income kindergarten and 1st grade children. Twenty-two urban elementary schools serving low-income families…
Descriptors: Elementary School Students, Kindergarten, Grade 1, Program Effectiveness
Schenke, Katerina; Nguyen, Tutrang; Watts, Tyler W.; Sarama, Julie; Clements, Douglas H. – Journal of Educational Psychology, 2017
We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income…
Descriptors: Mathematics Achievement, Racial Differences, African American Students, Classroom Environment