Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate

Buyse, Evelien; Verschueren, Karine; Doumen, Sarah; Damme, Jan Van; Maes, Frederik

doi:10.1016/j.jsp.2007.06.009

Cited by 275 publications

(235 citation statements)

References 33 publications

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“…Moreover, the support of the teacher plays an important role in the good behaviors of the students (Pössel et al, 2013). When the teachers create a positive and emotional classroom environment, the possibility of the relations which would cause conflicts with the problematic students to occur decreases (Buyse, Verschueren, Doumen, Van Damme, & Maes, 2008). In a study conducted by Sheets (1994) with students, it was stated that a great number of students expressed disciplinary problems can be avoided through better student-teacher relations.…”

Section: Introduce the Problemmentioning

confidence: 99%

Teacher Behavior Unwanted According to Student’s Perceptions

Yildirim¹,

Akan²,

Yalçın³

2016

IES

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This study was conducted in the aim of revealing the misbehaviors of the teachers according to the perceptions of the students. In the study, semi-structured interview was done with 8th grade 45 students, 20 males and 25 females, from three secondary school determined through purposive sampling. The interviews were analyzed with content analysis, one of the qualitative research methods. All the data was coded and grouped as sub-theme, theme and main theme. As a result of the analysis, it was determined that misbehaviors of the teachers according to the perceptions of the students was collected under two main themes as relations and learning process. Misbehaviors of the teachers related to the relations was divided into 4 themes as being unfair, violence, communication barriers, characteristics. And violence was divided into two sub-themes as physical and psychological. Misbehaviors of the teachers related learning process was collected under three themes as boring classes, assessment and evaluation and classroom management.

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Section: Introduce the Problemmentioning

confidence: 99%

Teacher Behavior Unwanted According to Student’s Perceptions

Yildirim¹,

Akan²,

Yalçın³

2016

IES

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“…Há também evidências da influência no sentido oposto: em comparação com alunos que não apresentam problemas de comportamento, os que possuem esses problemas em sala de aula são mais propensos a se envolver em relações negativas com o docente (Farmer et al, 2011;Picado & de Rose, 2009 (Buyse, Verschueren, Doumen, van Damme, & Maes, 2008;Henricsson & Rydell, 2004;Mash & Barkley, 1996;Murray & Greenberg, 2000;Nurmi, 2012;Rudasill, Rimm-Kaufman, Justice, & Pence, 2006;Silver, Measelle, Armstrong, & Essex, 2005).…”

Section: Problemas De Comportamentounclassified

“…Isso decorre do fato de que estes comportamentos constituem um desafio para os professores, que não conseguem lidar de forma efetiva com comportamentos antissociais e agressivos, atitudes desafiadoras, desobediência, hiperatividade e falta de concentração nas tarefas, tornando difícil a organização da sala de aula e o processo de ensino (Baker, 2005;Barbosa, Campos, & Valentim, 2011;Buyse et al, 2008;Del Prette & Del Prette, 2001;LaPointe, 2003;López, 2004;Marinho, 2003).…”

Section: Problemas De Comportamentounclassified

“…Ainda que alunos com problemas de comportamento possam apresentar relacionamentos mais conflituosos e menos próximos com os professores, não são todos os alunos com comportamento desfavorável que formam relações negativas com seus docentes (Buyse et al, 2008). Com base nos fatores expostos nos tópicos anteriores e nos que serão apresentados adiante, compreende-se que é possível que algumas dessas crianças formem relações positivas com os docentes, a depender de outras características que esses alunos possuem, tais como a habilidade em matemática e em linguagem, o sexo do aluno, seu nível socioeconômico e a diferença étnica com o professor (Ladd et al, 1999;Saft & Pianta, 2001).…”

Section: Problemas De Comportamentounclassified

“…Dentre os aspectos apontados na literatura, pode-se mencionar o perfil da turma, ou seja, o percentual de alunos da sala que apresentam determinada característica (Soares et al, 2010), tais como alto nível de habilidade acadêmica ou comportamentos de fácil manejo (Brophy, 1983;Heller & White, 1975). Sugere-se que o conflito na relação do professor com o aluno que possui problemas de comportamento internalizantes ou externalizantes é intensificado quando a sala de aula é, como um todo, altamente desafiadora (Buyse et al, 2008).…”

Section: Características Da Sala E Da Escolaunclassified

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Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

Izbicki¹

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Izbicki, Sarah. (2015). Acceptance and rejection of students by their teachers at different grade levels. Dissertação de Mestrado, Instituto de Psicologia, Universidade de São Paulo, São Paulo.Perceptions, expectations and preferences of teachers differ according to several variables (students' characteristics, school curriculum, schools' rules etc.) and are expressed by them through different attitudes taken before the students, so that they considerably influence those youngsters' behavioral repertoire. Given (a) the importance of a positive relationship between teacher and student in the course of student's school life, (b) the changes which occur in this relationship over the years, and (c) that even minor changes in the quality of this relationship have relevant implications for the student's development, it is necessary to investigate which factors are associated with those changes. The general aim of this research is to reveal the controlling variables of rejection and acceptance of students, as reported by their teachers, assessing potential differences between three different grade levels. Specifically, the study aimed to (1) compare the frequencies in which the students of each gender are indicated as accepted or rejected by their teachers at the three levels, (2) compare the reasons reported by the teachers to indicate the students as accepted or rejected at the three levels and (3) identify possible associations between the reasons for acceptance and rejection and the gender of the indicated students. 21 teachers of first grade of elementary school, 16 of sixth year of middle school and 28 of ninth grade of high school completed a questionnaire in which they indicated three students they would keep in their class and three students they would not, explaining the reasons for the indications. Inferential analyses did not show differences between the gender of the accepted students, and revealed small associations between the reasons for acceptance and rejection and the sex of the student. Nonetheless, there were differences between the genders of the rejected students, where a higher proportion of rejected boys was found. There were also differences between reasons for acceptance along the different educational levels, where there was an increase in the number of citations to engagement in studies and a reduction in the number of citations to discipline. Finally, we found differences in the reasons for rejection, with an increase in the number of citations to the lack of engagement in the studies, and a reduction in the number of citations to the indiscipline. The results suggest different patterns of acceptances and rejection along the different educational levels, which can be used to delineate interventions that aim to deal effectively with the behavior of the people involved, creating more reforcing interactions for students and teachers and socially skilled repertoires in students.

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Relationships Between Teachers and Children

Sabol¹,

Pianta²

2012

Handbook of Psychology, Second Edition

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Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate

Cited by 275 publications

References 33 publications

Teacher Behavior Unwanted According to Student’s Perceptions

Teacher Behavior Unwanted According to Student’s Perceptions

Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

Relationships Between Teachers and Children

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