Caroline G Richter
Datos Biográficos
| ID | 8256148 |
|---|---|
| NOMBRE | Caroline G Richter |
| NOMBRES | Caroline G |
| APELLIDO | Richter |
| FIRMA | RICHTER C G |
| AFILIACIONES | University of Alabama at Birmingham |
| ORCID | 0000-0002-4810-1770 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2023 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Embodying well-being in research
Research increasingly points to well-being as a public priority, integral to the health of individuals and communities. In response to pressing societal challenges, many researchers seek to produce scientific knowledge that advances understanding and cultivation of well-being. Academic culture rightly uplifts the products of well-being research—the knowledge that improves people's lives. However, relatively less attention is paid to fostering wel…
School Start Times in Alabama
This commentary summarizes the evidence base, equity implications, and implementation considerations for later school start times (SSTs) in Alabama. In Alabama, almost half of children report sleep durations below age-based recommendations. Of the 138 school districts in Alabama, few have middle and high schools adhering to the 8:30 am or later SSTs recommended by the American Academy of Sleep Medicine and the National Sleep Foundation. Historica…
Teacher Personality Predicts Emotional Well-Being and Academic Achievement in Students with Specific Learning Disorders
Background/Objectives: Students with specific learning disorders (SLDs) are at increased risk for emotional and academic difficulties. While teacher characteristics can influence student outcomes, few studies have examined the role of teacher personality in supporting students with SLDs. This study investigated whether teacher personality traits predicted student emotional well-being and academic achievement in a school-based intervention context…
A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities
Exposure to stigma and stereotype threat is detrimental for numerous marginalized groups. Research has demonstrated that individuals with specific learning disabilities (SLDs) are vulnerable to stigmatization. The purpose of this systematic review was to summarize the studies investigating associations between SLD-related stigma and stereotype threat and psychological and academic outcomes in individuals with SLDs, as well as examine the overall …
Sin obras prominentes en esta página.
A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities
Exposure to stigma and stereotype threat is detrimental for numerous marginalized groups. Research has demonstrated that individuals with specific learning disabilities (SLDs) are vulnerable to stigmatization. The purpose of this systematic review was to summarize the studies investigating associations between SLD-related stigma and stereotype threat and psychological and academic outcomes in individuals with SLDs, as well as examine the overall …
Teacher Personality Predicts Emotional Well-Being and Academic Achievement in Students with Specific Learning Disorders
Background/Objectives: Students with specific learning disorders (SLDs) are at increased risk for emotional and academic difficulties. While teacher characteristics can influence student outcomes, few studies have examined the role of teacher personality in supporting students with SLDs. This study investigated whether teacher personality traits predicted student emotional well-being and academic achievement in a school-based intervention context…
Embodying well-being in research
Research increasingly points to well-being as a public priority, integral to the health of individuals and communities. In response to pressing societal challenges, many researchers seek to produce scientific knowledge that advances understanding and cultivation of well-being. Academic culture rightly uplifts the products of well-being research—the knowledge that improves people's lives. However, relatively less attention is paid to fostering wel…
School Start Times in Alabama
This commentary summarizes the evidence base, equity implications, and implementation considerations for later school start times (SSTs) in Alabama. In Alabama, almost half of children report sleep durations below age-based recommendations. Of the 138 school districts in Alabama, few have middle and high schools adhering to the 8:30 am or later SSTs recommended by the American Academy of Sleep Medicine and the National Sleep Foundation. Historica…
Early Childhood Education and Development (2 obras) · Academic achievement (1 obras) · Adolescent health (1 obras) · Axiology (1 obras) · Big Five personality traits (1 obras) · Child and Adolescent Psychosocial and Emotional Development (1 obras) · Clinical Psychology (1 obras) · Clinical Psychology (1 obras) · Conscientiousness (1 obras) · Context (archaeology (1 obras)