Longitudinal effects of preschool behavioral styles on early adolescent school performance

Motivated thinkers and the mistakes they make: The goals underlying social cognitions and their consequences for achievement

“…Furthermore, relationships with adults impact children's emotional development, self-regulation (Denham & Burton, 1996) and peer relations (Elicker, Englund, & Sroufe, 1992;Howes, Matheson, & Hamilton, 1994). The quality of teacher-student relationships are also associated with students' grade point averages (DiLalla, Marcus, & Wright-Phillips, 2004). These relationships can have lasting impacts on academic achievement.…”

Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators

“…Children might struggle at school because of learning/academic needs, social difficulties, emotional and behavioural difficulties, or frequently combinations of these, and responsibility for their inclusion falls to special educational needs coordinators (SENCos) and class teachers. Patterns of problematic behaviours, such as noncompliance and aggression, are negatively correlated with children's academic performance (DiLalla, Marcus, & Wright-Phillips, 2004).…”

An analysis of teacher efficacy, resident efficacy, and teacher-student relationships with behaviorally challenged youth in residential treatment settings.

“…And with students, enhanced efficacy and positive relationships have been linked to higher levels of academic achievement, higher levels of reported bonding with teachers and school communities, and decreased deviant behaviors such as dropping out of school (Wentzel, 1998;Klem & Connel, 2004;DiLalla, Marcus, & Wright-Phillips, 2004). …”

“…At the same time, the student-teacher relationship has consistently been found to be a critical mediator in students' deviant behavior, psychological distress, and dropping out (Croninger & Lee, 2001;DiLalla, Marcus, & Wright-Phillips, 2004;Herrero, Estevaz, & Musitu, 2006;Meehan, Hughes, & Cavell, 2003). Such findings are especially pertinent to the RTC setting because students who are categorized as at-risk (e.g.…”