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School transitions are important phases in students’ educational experiences. The current study aimed to explore the trajectories of academic and social motivation across the transition from elementary to middle school. Participants (N = 415) were sampled from six elementary schools; 55% transitioned after sixth grade (transition) and 45% remained at the same school (no-transition). The students reported academic and social goals and perceived teacher goal emphasis at four time points over two successive years. A growth curve analysis revealed that students who transitioned reported a greater decline in mastery goals and an increase in performance-approach goals. Students from no-transition schools reported higher initial levels for all social goals, with a steeper decline in seventh grade. Perceived teacher goal emphasis was associated with social development goals over time. Practitioners should be aware that school transitions may influence academic motivation but may not similarly influence social motivation. 相似文献
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The purpose of this study was to develop an informal social skills teacher rating scale for use with early adolescents in school settings. Despite research and clinical interest in the area, social skill has proved to be a difficult construct to define and measure. No single assessment technique has proved to be totally satisfactory and a multi‐method approach involving direct observation, teacher ratings, sociometrics and self report has been advocated as a means of attending to both the content and contextual factors associated with social skills assessment. This study will describe the development of an informal teacher rating matrix (IRM) used by teachers to identify the social skills assets and deficits of their early adolescent students and which can be used in conjunction with existing approaches. 相似文献
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Cross‐informant agreement of children's social‐emotional skills: An investigation of ratings by teachers,parents, and students from a nationally representative sample 
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下载免费PDF全文 Frank M. Gresham Stephen N. Elliott Sarah Metallo Shelby Byrd Elizabeth Wilson Kaitlan Cassidy 《Psychology in the schools》2018,55(2):208-223
This study examines the agreement across informant pairs of teachers, parents, and students regarding the students’ social‐emotional learning (SEL) competencies. Two student subsamples representative of the social skills improvement system (SSIS) SEL edition rating forms national standardization sample were examined: first, 168 students (3rd to 12th grades) with ratings by three informants (a teacher, a parent, and the student him/herself) and a second group of 164 students who had ratings by two raters in a similar role—two parents or two teachers. To assess interrater agreements, two methods were employed: calculation of q correlations among pairs of raters and effect size indices to capture the extant rater pairs differed in their assessments of social‐emotional skills. The empirical results indicated that pairs of different types of informants exhibited greater than chance levels of agreement as indexed by significant interrater correlations; teacher–parent informants showed higher correlations than teacher–student or parent–student pairs across all SEL competency domains assessed, and pairs of similar informants exhibited significantly higher correlations than pairs of dissimilar informants. Study limitations are identified and future research needs outlined. 相似文献
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This study investigated the effectiveness of teacher ratings of student social behavior in differentiating a group of 81 elementary‐age gifted students from a control group of 81 age and gender matched non‐gifted students. The School Social Behavior Scales, a recently developed set of rating scales that assesses both social competence and antisocial behavior, was used for the ratings. Gifted students were rated as having significantly higher levels of social competence and lower levels of antisocial behavior than the comparison group, and the individual scores of the gifted students were significantly skewed in the direction of better social‐behavioral adjustment. The findings also indicated the presence of a small subset of gifted students who appeared to have extremely poor social competence and high levels of problem behaviors. The results are compared to previous research on the psychosocial development of gifted children, and important areas for future research on this topic are recommended. 相似文献
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《Learning disabilities research & practice》2017,32(2):112-120
Two hundred and two (n = 202) sixth‐grade students in social studies were administered a weekly vocabulary‐matching curriculum‐based measure (CBM) for 35 weeks. Students were also administered the Scholastic Reading Inventory (SRI), along with the annual state high‐stakes test in Communication Arts. CBM scores were analyzed with respect to alternate form reliability, validity with criterion measures, and student growth over time. Results suggest that the vocabulary‐matching CBM is reliable and valid with the SRI but not with the state test. Students showed an overall linear trend of growth, but this growth was flat in the middle of the semester. Implications for research and practice are discussed. 相似文献
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Natalie Romer N. Kathryn Ravitch Karalyn Tom Kenneth W. Merrell Katherine L. Wesley 《Psychology in the schools》2011,48(10):958-970
We investigated gender differences of children and adolescents on positive social and emotional competencies using a new strength‐based measure of positive social–emotional attributes and resilience—the Social–Emotional Assets and Resilience Scales (SEARS) cross‐informant system. Caregivers, teachers, and students in grades kindergarten through 12 from schools across several U.S. states completed SEARS rating scales and self‐report forms. Females were consistently rated as having significantly higher total scores on all versions of the SEARS assessment system (p < .01), indicating consistent perceptions of females' higher levels of social–emotional competencies by all raters. These differences were not impacted by the grade students were in or the gender of the parent or teacher rater. Implications of these findings and future directions are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
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Peer groups, popularity, and social preference: trajectories of social functioning among students with and without learning disabilities 总被引：1，自引：0，他引：1
Estell DB Jones MH Pearl R Van Acker R Farmer TW Rodkin PC 《Journal of learning disabilities》2008,41(1):5-14
The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined these issues over short-term longitudinal studies, none to date have examined them over extensive time periods. Toward this end, the current study examined a sample of 1,361 students (678 girls and 683 boys; 55 with LD) using multiple measures of peer social functioning assessed each semester from spring of third grade through fall of sixth grade. The results indicated that whereas students with LD were similar to their typically achieving peers in terms of group functioning and characteristics, they were viewed as lower in social standing among their classmates as a whole. These effects were maintained over time, indicating that long-term inclusion may not substantially affect peer social functioning among students with LD. 相似文献
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M. Tim Mainhard Mieke BrekelmansPerry den Brok Theo Wubbels 《Contemporary educational psychology》2011,36(3):190-200
In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year. 相似文献
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Jiangyuan Zhou 《Mind, Brain, and Education》2012,6(2):66-73
Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher–student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher–student relationships and students' learning outcomes in one‐on‐one teacher–student interactions. In a within‐subjects design, participants learned eight English vocabulary words under two conditions: one condition paired with teacher's imitative behaviors and the other with teacher's random behaviors. Students' self‐rating surveys and quiz scores on new words were assessed. When the teacher imitated the students' behaviors in interactions, the students reported significantly higher perceptions of rapport, more confidence in and satisfaction with learning outcomes, and had significantly higher quiz scores. Results had important implications for teachers in using imitation as an effective teaching tool to build teacher–student relationships and enhance students' learning. 相似文献
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This study examined the accuracy of teacher assessments in screening for reading disabilities among students of English as a second language (ESL) and as a first language (L1). Academic and oral language tests were administered to 369 children (249 ESL, 120 L1) at the beginning of Grade 1 and at the end of Grade 2. Concurrently, 51 teachers nominated children at risk for reading failure and completed rating scales assessing academic and oral language skills. Scholastic records were reviewed for notation of concern or referral. The criterion measure was a standardized reading score based on phonological awareness, rapid naming, and word recognition. Results indicated that teacher rating scales and nominations had low sensitivity in identifying ESL and L1 students at risk for reading disability at the 1-year mark. Relative to other forms of screening, teacher-expressed concern had lower sensitivity. Finally, oral language proficiency contributed to misclassifications in the ESL group. 相似文献
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Christina D. Peters John H. Kranzler James Algina Stephen W. Smith Ann P. Daunic 《Psychology in the schools》2014,51(5):452-465
The aim of the current study was to examine mean‐group differences on behavior rating scales and variables that may predict such differences. Sixty‐five teachers completed the Clinical Assessment of Behavior–Teacher Form (CAB‐T) for a sample of 982 students. Four outcome variables from the CAB‐T were assessed. Hierarchical linear modeling was used to analyze variance components across three levels; examine mean‐group differences across outcome variables for student gender, race/ethnicity, and free or reduced‐price lunch status; and examine whether teacher variables predicted teacher‐specific differences in ratings. Results revealed that a significant amount of variance was attributable to teacher‐ and school‐level variables. Several mean‐group differences emerged, and some teacher‐specific differences in ratings across groups were predicted by teacher self‐efficacy for behavior management and teacher age, but not for teacher race/ethnicity, gender, or years of experience. 相似文献
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Christina M. Rinaldi Allison D. Kates Christine Welton 《Emotional and Behavioural Difficulties》2013,18(2):127-140
Many social interactions between school‐age children contain both competitive and cooperative elements. In order to gain a better understanding of how students at risk for emotional and behavioural difficulties (EBD) negotiate social exchanges in cooperative and competitive‐related tasks in comparison with non‐EBD students: (a) prosocial; (b) negative; and (c) conflict behaviours were assessed. Fifty‐seven children at risk for EBD and 57 comparison children participated in three different social tasks with non‐target partners. Both students and teachers completed a standardised behaviour checklist. Social ability and sex differences were considered. Results are discussed from a social‐cognitive framework, and practical implications will be highlighted. 相似文献
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Greta L. Doctoroff Paige H. Fisher Bethany M. Burrows Maria Tsepilovan Edman 《Psychology in the schools》2016,53(4):390-403
This cross‐sectional study examined the relationship between interest, social–emotional skills, and early math skills in preschool children. Math‐specific interest and global interest in learning were measured using teacher report and a play‐based observation task. Math skills were assessed with a test of math achievement, and social–emotional skills were assessed using a teacher‐report measure. Children with higher global interest in learning, math‐specific interest, and observed goal‐directed play demonstrated higher math skills. Furthermore, social‐emotional skills were associated with global interest in learning and math skills, but not with math‐specific interest. Overall, findings support the relevance of interest and social‐emotional skills for school readiness in young children. 相似文献
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Cathy W. Hall Andrea D. Peterson Raymond E. Webster Larry M. Bolen Michael B. Brown 《Psychology in the schools》1999,36(6):505-514
The current study examined the ability of children diagnosed as having Attention‐Deficit Hyperactive Disorder (ADHD) with and without a learning disability to perceive nonverbal social cues in comparison to their non‐ADHD peers. In addition, teacher ratings of students' social perceptions were obtained. Participants in the study were 45 students between the ages of seven and ten years who were identified as 1) ADHD only, 2) ADHD with a learning disability (ADHD/LD), and 3) a control group with no diagnosis. The Diagnostic Analysis of Nonverbal Accuracy(DANVA) and the Social Perception Behavior Rating Scale(SPBRS) were used to measure social perceptions. The DANVA was administered twice to each child in the ADHD and ADHD/LD groups: once while the ADHD and ADHD/LD participants were on medication and once off medication. The ADHD/LD group demonstrated significant difficulty in comparison to their peers in perceiving paralanguage cues effectively. The ADHD/LD group also showed significant improvement on the Postures and Paralanguage subtests during on‐medication conditions. © 1999 John Wiley & Sons, Inc. 相似文献
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Marc A. Brackett Susan E. Rivers Maria R. Reyes Peter Salovey 《Learning and individual differences》2012,22(2):218-224
A pre- and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum (“RULER”), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools. Academic performance was assessed by report card grades. Social and emotional competence was assessed with teacher reports of student behavior. Students in classrooms integrating RULER had higher year-end grades and higher teacher ratings of social and emotional competence (e.g., leadership, social skills, and study skills) compared to students in the comparison group. This study provides preliminary empirical evidence that SEL programs like RULER improve important student outcomes. 相似文献
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Can a dog be used as a motivator to develop social interaction and engagement with teachers for students with autism? 下载免费PDF全文
下载免费PDF全文 Kathryn Stevenson Scott Jarred Vivian Hinchcliffe Kathryn Roberts 《Support for Learning》2015,30(4):341-363
Research into children with autism indicates that therapeutic sessions with dogs might provide a way of encouraging social interaction and reducing solitary or repetitive behaviours. With recent educational ASD interventions aimed at providing ways of encouraging intrinsic motivation to socially engage, it is possible that sessions with dogs could be used in a similar way. The present study involved three students with ASD who were given five sessions with a dog and their teacher. Sessions followed a semi‐standardised approach and were recorded and coded on social behaviours, with qualitative observations made. Pre and post measures entailed ADOS‐2 assessments and teacher questionnaires. Results suggest that students' responses in sessions were highly individual; all showed an increase in meaningful social interactions with dog and teacher, reduction in solitary or repetitive behaviours within the sessions and reported generalisation effects in some areas. The study lends support to the research base on the beneficial impact of dogs for children with autism and suggests that sessions with dogs in school could act as a way to strengthen interactions and engagement with teachers. 相似文献
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Alan Bain Stephen Houghton Howard Farris 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(3):196-202
The purpose of this study was to investigate the relationship between interactive video based teacher ratings and direct classroom observation of social skills. The behaviour of 25 randomly selected grade seven children aged between 11 and 12 years was rated by nine teachers using items from an interactive video social skills rating scale (Bain 1989). A video camera was then placed in each of the teacher's classrooms for one week to sample the actual behaviour of the target children. Measures obtained showed correlations ranging from — 0.39 to 0.77, whilst percentage agreement between rated and actual behaviour varied from 28% to 74% over the course of the study. 相似文献
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Dawn P. Flanagan Vincent C. Alfonso Louis H. Primavera Laura Povall Deirdre Higgins 《Psychology in the schools》1996,33(1):13-23
The present study examined the psychometric relationship between two new rating scales, the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992) and the Social Skills Rating System (SSRS; Gresham & Elliott, 1990), for a sample (N = 53) of minority kindergarten children using both parent and teacher ratings. The similarities and differences between these instruments were investigated through correlational and content analyses. In general, the results provide preliminary convergent validity evidence for the BASC and SSRS. In regard to the Social Skills subscale of the BASC, convergent validity evidence was demonstrated for the parent form of this instrument, but not the teacher form, when the SSRS Social Skills scale was used as the criterion. In addition, the correlations between the various scales of the BASC and SSRS were in the expected direction. That is, the correlation between the BASC Adaptive Skills Composite and the SSRS Social Skills scale was moderate in the teacher group (r = .44) and high in the parent group (r = .54). Similarly, correlations between the BASC Hyperactivity, Aggression, and Externalizing scales and the SSRS Problem Behaviors scale ranged from .50 to .60 and .50 to .56 in the teacher and parent groups, respectively. Implications regarding the practical utility of the BASC and SSRS for assessing social skills functioning, in particular, were presented. © 1996 John Wiley & Sons, Inc. 相似文献