The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors
Abstract
Research Findings: This article reports on two studies. Study 1 considered ways in which Head Start teachers' (n = 90) psychosocial stressors are related to teachers' ability to maintain a positive classroom emotional climate and effective behavior management in preschool classrooms. Study 2 tested the hypothesis that among teachers randomly assigned to a treatment condition (n = 48), psychosocial stressors serve as important predictors of their use of an intervention designed to improve classroom emotional climate and behavior management. Practice or Policy: Findings from Study 1 were mixed; notably, teachers' personal stressors were moderately predictive of lower use of effective strategies of behavior management in the classroom. Findings from Study 2 suggest that psychosocial stressors are not a barrier to teachers' use of intervention services. Contrary to our expectations, teachers reporting more stressors attended more training sessions than did teachers reporting fewer stressors. Teachers reporting higher levels of stress availed themselves of less support from mental health consultants during classroom consultation visits offered to treatment group classrooms as part of the intervention.
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KESSLER, R. C., ANDREWS, G., COLPE, L. J., HIRIPI, E., MROCZEK, D. K., NORMAND, S.-L. T., WALTERS, E. E., & ZASLAVSKY, A. M. (2002) · Psychological Medicine · doi:10.1017/s0033291702006074 · Cited by 10,327
Burnout and work engagement among teachers
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006) · Journal of School Psychology · doi:10.1016/j.jsp.2005.11.001 · Cited by 3,067
Hamre, B. K., & Pianta, R. C. (2005) · Child Development · doi:10.1111/j.1467-8624.2005.00889.x · Cited by 1,717
Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment
CAMPBELL, S. B., SHAW, D. S., & GILLIOM, M. (2000) · Development and Psychopathology · doi:10.1017/s0954579400003114 · Cited by 1,081 · cited 1×
“The literature on low-income families has long considered single parenthood and large family size as risk factors ( Ackerman, Schoff, Levinson, Youngstrom, & Izard, 1999 ; Campbell, Shaw, & Gilliom, 2000 ).”
BackgroundPromoting Academic and Social-Emotional School Readiness: The Head Start REDI Program
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008) · Child Development · doi:10.1111/j.1467-8624.2008.01227.x · Cited by 884
The study of emotion socialization: Conceptual, methodological, and developmental considerations
Zahn-Waxler, C., Klimes-Dougan, B., & Kendziora, K. T. (1998) · Psychological Inquiry · doi:10.1207/s15327965pli0904_16 · Cited by 23
Cited by
Ursache, A., Blair, C., & Raver, C. C. (2012) · Child Development Perspectives · doi:10.1111/j.1750-8606.2011.00209.x · Cited by 438
Self-citationPreschool teacher well-being: A review of the literature
Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., & Marshall, E. E. (2014) · Early Childhood Education Journal · doi:10.1007/s10643-013-0595-4 · Cited by 310
Effects of trauma-informed approaches in schools: A systematic review
Maynard, B. R., Farina, A., Dell, N. A., & Kelly, M. S. (2019) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.1002/cl2.1018 · Cited by 266
Depressive Symptoms in Third-Grade Teachers: Relations to Classroom Quality and Student Achievement
McLean, L., & Connor, C. M. (2015) · Child Development · doi:10.1111/cdev.12344 · Cited by 232
Jennings, P. A., Doyle, S., Oh, Y., Rasheed, D., Frank, J. L., & Brown, J. L. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2019.07.009 · Cited by 186
Metadata
- Authors
- Li Grining, C., Raver, C. C., Champion, K., Sardin, L., Metzger, M., & Jones, S. M.
- Venue
- Early Education & Development
- Publisher
- Informa UK Limited
- Published
- 2010-01-28
- Volume
- 21
- Issue
- 1
- Pages
- 65-94
- ISSN
- 1040-9289 (ISSN-L)
- 1556-6935
- OpenAlex
- W1969925007
- Cited by
- 172
- References
- 6
- FWCI
- 35.74
- Type
- journal article
- Language
- en
- Open access
- closed
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- Li Grining, C., Raver, C. C., Champion, K., Sardin, L., Metzger, M., & Jones, S. M. (2010). Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors. Early Education & Development. https://doi.org/10.1080/10409280902783509
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
