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Direct linkHernández, Maciel M.; Eisenberg, Nancy; Valiente, Carlos; Spinrad, Tracy L.; Johns, Sarah K.; Berger, Rebecca H.; Diaz, Anjolii; Silva, Kassondra M.; Thompson, Marilyn S.; Gal-Szabo, Diana E.; Southworth, Jody – Early Education and Development, 2022
Studies with extensive observations of real-life emotions at school are rare but might be especially useful for predicting school-related outcomes. This study evaluated observations of negative emotion expressivity in lunch and recreation settings across kindergarten, first grade, and second grade (N = 301), kindergarten teachers' reports of…
Descriptors: Predictor Variables, Teacher Student Relationship, Conflict, Emotional Response
Willoughby, Michael T.; Murray, Desiree; Kuhn, Laura J.; Cavanaugh, Alyson M.; LaForett, Doré R. – School Psychology, 2022
This study investigated the utility of including teacher-reported callous-unemotional (CU) behaviors in the assessment of disruptive behaviors in school-based research. Participants included 138 first- and second-grade children (68% male; 76% eligible for free or reduced-price lunch; 61% Black, 9% Latinx, 23% White, and 7% multiracial) who…
Descriptors: Elementary School Students, Grade 1, Grade 2, Student Behavior
Download full textWilloughby, Michael T.; Murray, Desiree W.; Kuhn, Laura J.; Cavanaugh, Alyson M.; LaForett, Doré R. – Grantee Submission, 2021
This study investigated the utility of including teacher-reported callous-unemotional (CU) behaviors in the assessment of disruptive behaviors in school-based research. Participants included 138 first- and second-grade children (68% male; 76% eligible for free or reduced-price lunch; 61% Black, 9% Latinx, 23% White, and 7% multiracial) who…
Descriptors: Elementary School Students, Grade 1, Grade 2, Student Behavior
Rawlings, Anna Maria; Tapola, Anna; Niemivirta, Markku – European Journal of Psychology of Education, 2020
Students' goal strivings are known to be connected with important outcomes, both academically and with regard to individual well-being. In spite of their importance, our knowledge of factors contributing to their early development is rather limited. In this longitudinal study on school beginners (N = 212), we focused on the interrelationships…
Descriptors: Goal Orientation, Correlation, Academic Achievement, Mastery Learning
Zarra-Nezhad, Maryam; Viljaranta, Jaana; Sajaniemi, Nina; Aunola, Kaisa; Lerkkanen, Marja-Kristiina – Early Child Development and Care, 2022
This study focused on associations between children's socioemotional development (prosocial behaviour, internalizing and externalizing problems) and parenting styles (affection, behavioural control, and psychological control), and the moderating role of children's social withdrawal (as a temperamental characteristic) in these associations.…
Descriptors: Child Development, Parenting Styles, Social Development, Emotional Development
van Schijndel, Tessa J. P.; Jansen, Brenda R. J.; Raijmakers, Maartje E. J. – International Journal of Science Education, 2018
This study investigates how individual differences in 7- to 9-year-olds' curiosity relate to the inquiry-learning process and outcomes in environments differing in structure. The focus on curiosity as individual differences variable was motivated by the importance of curiosity in science education, and uncertainty being central to both the…
Descriptors: Individual Differences, Personality Traits, Active Learning, Inquiry
Besnoy, Kevin D.; Dantzler, John; Besnoy, Lisa R.; Byrne, Caitlin – Journal for the Education of the Gifted, 2016
This study evaluated the construct validity of the Traits, Aptitudes, and Behaviors Scale (TABS). Data for this study were collected from two separate school districts across three different academic years in the Southeastern United States. Of the total sample (N = 2,330), 64.6% of the children were identified as African American, 29.0% as…
Descriptors: Factor Analysis, Factor Structure, Construct Validity, Personality Traits
