Affective Teacher—Student Relationships and Students' Externalizing Behavior Problems: A Meta-Analysis

Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study

BACKGROUND Young children exhibiting severe externalizing problems in school are at risk of developing several poor outcomes. School-based intervention programs have been found to be effective for students with different problems, including those with behavioral problems, emotional distress, or social problems. The present study investigated whether the IY-TCM programme, as a universal stand-al...

A COMPARISON OF TEACHER AND STUDENT RESPONSIVENESS FOR MALE STUDENTS AT HIGH AND LOW RISK FOR EXTERNALIZING BEHAVIOR PROBLEMS By

Comparison of the Effects of Self-Determination Skills Training and Parent Management Training on Externalizing Behavior Problems of Students

This study was carried out to compare the effects of self-determination skills training and parent management training on the externalizing behavior problems of students. This quasi-experimental research had a pretest-posttest, control group design. To achieve research goals, 45 students with externalizing behavior problems who were identified through Child Behavior Checklist (CBCL) and via ran...

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School

A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be o...

Predicting Student Performance in Verbal Math Problems Based on Cognitive, Metacognitive, and Affective Factors

Predicting Student Performance in Verbal Math Problems Based on Cognitive, Metacognitive, and Affective Factors F. Karimi, Ph.D. A.R. Moraadi, Ph.D. P. Kadivar, Ph.D. R. Kormi Noori, Ph.D. To determine the predictive role of metacognitive, cognitive, and affective factors in solving verbal math problems, a cluster sample of 450 junior high school  students was given ...