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Both studies showed that teachers reacted more emotionally negative to students they perceived as more disruptive in the past compared to similarly appraised events with students perceived as less disruptive. Findings were most consistent for teachers' anger. In addition, Study 1 examined whether teachers' event-related emotions were related to their occupational wellbeing that workday. Teachers' anger was the only emotion associated with both teachers' emotional exhaustion and dedication. Intervention efforts to increase teachers' occupational wellbeing may profit from focusing on specific anger-evoking teacher-student dyads and try changing teachers' underlying judgments and associated emotions about disruptive students.Several studies have replicated the finding that Latinx students tend to have less favorable perceptions of school climate than their White peers. However, because most research compares Latinx students to a White standard, little is known about variation within the Latinx group and thus the opportunity to produce strength-defining counter-narratives has been missed. Using latent class analysis, this study identified meaningful classes of school climate perceptions within 20,050 Grade 7 Latinx students in California. Five climate classes were identified, lending support to the hypothesis that substantial heterogeneity of school climate perceptions exists within the Latinx student population. The results support the utility of latent class modeling for examining school climate perceptions beyond traditional variable-centered approaches. Countering the prevailing deficit narrative, the results indicate that nearly half of all Latinx respondents reported generally positive perceptions of school climate. Conversely, supporting the need for environmental supports that encourage Latinx students to voice their concerns and make decisions regarding systems that affect them, over three-quarters of the responses suggested that Latinx students perceive meaningful participation at school negatively. The results suggest the possibility of a cascade effect in the development of the psychological experience of the school, such that some dimensions of school climate perceptions may be antecedents to others. Implications for further research and intervention are discussed.Guided by the school-wide social-emotional learning framework and social-ecological model, in this study we examined the associations between students' perceptions of four core social emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, self-management, and relationship skills) and school climate and their experience with bullying victimization through a multilevel framework. We also examined the multilevel moderating effects of students' perceptions of school climate, gender, and school levels (elementary, middle, and high schools) on the association between SEL competencies and bullying victimization. Participants were 23,532 students (4th to 12th grade) from 90 schools in Delaware. Using hierarchical linear modeling and controlling for demographic factors and school climate at both student and school levels, we found that three of the four core SEL competencies (i.e., social awareness, relationship skills, and self-management) and student-level school climate perceptions had significant associations with students' bullying victimization experiences. Moreover, the positive association between social awareness and bullying victimization and the negative association between self-management and bullying victimization were both mitigated in schools with more positive school climate at the student level. The association between some of the SEL competencies and bullying victimization varied depending on students' gender and grade levels. The findings highlight the unique and differentiated relations among the four core SEL competencies and students' bullying victimization experiences; they also suggest the importance of including school climate assessment and applying gender- and grade-level-specific efforts in bullying prevention programs with an SEL focus.In addition to being involved and encouraging their youth academically, many African American caregivers also employ socialization practices that prepare their adolescents for entering into a school system where they will be an ethnic minority or be taught by predominantly non-minority educators. HG6-64-1 supplier The purpose of the current investigation was to fill existing gaps in the literature by examining two dimensions of parental socialization practices academic socialization (parent school involvement and academic encouragement) and racial socialization (cultural pride, preparation for bias, and egalitarian messages). Additionally, this study examined how the identified profiles are associated with African American adolescents' academic outcomes (academic engagement and academic self-beliefs). A latent profile analysis was utilized to analyze data on 140 African American adolescent participants (M = 12.4; SD = 1.13; 56% female). Profiles that were identified included (a) academic socializers, (b) low race salient socializers, (c) preparation for bias socializers, (d) unengaged socializers, (e) multifaceted socializers, and (f) race salient socializers. Although there was no demographic (age, gender, SES) variation in profile membership, there were some differences in academic engagement and adolescents' academic-self beliefs. Findings highlight the importance of examining how academic and racial socialization work together and their association with adolescents' academic outcomes. Implications are discussed for school psychologists and educators.This study examined the development and continuity of teacher-student relationship quality across the formal schooling years (Grades 1 to 12) and investigated how variations (i.e., differential trajectories) in teacher-student relationship quality were longitudinally associated with children's conduct problems across childhood and adolescence. Participants consisted of 784 students (Mage = 6.57 in Grade 1; 47% girls, 37.4% Latino or Hispanic, 34.1% European American, and 23.2% African American) who were identified as being academically at risk (i.e., had low literacy scores at school entry). Distinct subgroups of children were identified based on variations in their teacher-student warmth and conflict trajectories, and patterns of continuity and change were also assessed across the transition to middle school. link2 The findings provided insights into how the duration, magnitude, and timing of teacher-student relationship quality were associated with children's conduct problems. More specifically, relationships characterized by early-onset deficits, chronic and persistent relationship difficulties, or adolescent-onset conflict were associated with distinct patterns of conduct problems throughout childhood and adolescence.Prior literature has suggested that teachers who are confident in their abilities to teach, assess, and manage classroom behavior may be more likely to engage in practices that lead to supportive and secure relationships with students. The current study investigated the trajectories of teacher-student relationships, examining the extent that teacher self-efficacy beliefs predicted ratings of conflict and closeness for 885 students from second to sixth grade. The trends of teacher-student closeness and conflict were modeled using a parallel curve of factors approach, controlling for student demographics and teacher-student racial and gender alignment prior to examining the extent that teacher self-efficacy beliefs influenced closeness and conflict across grades. Results from the parallel trajectories suggested that teacher-student conflict was stable from second to sixth grade, whereas teacher-student closeness demonstrated a declining curvilinear trend. The relationship between teacher-student conflict and closeness suggests that students with relatively high levels of conflict in second grade were likely to exhibit sharper declines in closeness over time. Across grades, teachers rated closer and less conflictual relationships with females but after controlling for gender and race (β = 0.083-0.328 for closeness; β = -0.118 to -0.238 for conflict), teacher-student racial and gender alignment associations with teacher-student relationship quality were less consistent. Teachers who reported higher self-efficacy beliefs were more likely to report higher ratings of closeness and lower ratings of conflict with students across all grades (β = 0.195-0.280 for closeness; β = -0.053 to -0.097 for conflict). These findings contribute to the literature regarding the role of teacher self-efficacy in teacher-student relationships. We discuss how teacher self-efficacy beliefs can be developed and leveraged to improve relationship quality in the classroom from a social cognitive perspective.The present study leveraged advances in automated essay scoring (AES) technology to explore a proof of concept for a writing screener using the Project Essay Grade (PEG) program. First, the study investigated the extent to which an AES-scored multi-prompt writing screener accurately classified students as at risk of failing a Common Core-aligned English language arts state test. Second, the study explored whether a similar level of classification accuracy could be achieved with a more efficient form of the AES-screener with fewer writing prompts. Third, the classification accuracy of the AES-scored screeners was compared to that of screeners scored for word count. Students in Grades 3-5 (n = 185, 167, and 187, respectively) composed six essays in response to multiple writing-prompt screeners on six different randomly assigned topics, consisting of two essays in each of three different genres (narrative, informative, and persuasive). link3 Receiver operating characteristic (ROC) curve analysis was used to assess classification accuracy and to identify multiple cut scores with associated sensitivity and specificity values, and positive and negative posttest probabilities. Results indicated that the AES-scored multi-prompt screener and screeners with fewer prompts yield acceptable classification accuracy, are efficient, and are more accurate than screeners scored for word count. Overall, results illustrate the viability of writing screening using AES.In reading, several curriculum-based measures (CBM) are used for universal screening in Grades K-2. This study summarized the criterion-related validity of early reading CBM tools used in the context of universal screening. After the application of the inclusion and exclusion criteria, 54 studies (53 documents across 34 articles, 16 dissertations, and 3 technical reports) were identified through a systematic review of the literature through December 2018. Forty-eight studies (47 documents across 31 articles, 15 dissertations, and 2 technical reports) were included in the meta-analysis, representing 47,168 students in the US who were enrolled in Grades K, 1, or 2 when they completed the screening measure. A random effects meta-analysis with robust variance estimation was conducted separately for concurrent and predictive correlations to estimate the average effect size between each early reading CBM and the reading outcome measures. Aggregated concurrent Pearson correlation coefficients (r) ranged from 0.343 (phoneme segmenting CBM predicting more complex reading skills) to 0.