Katrin Eiben
Biographic Data
| ID | 10099247 |
|---|---|
| NAME | Katrin Eiben |
| GIVEN NAMES | Katrin |
| FAMILY NAME | Eiben |
| SIGNATURE | EIBEN K |
| AFFILIATIONS | University of Cologne |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Teachers’ emotional competence and students’ social integration
Introduction The Prosocial Classroom Model theorizes that teachers’ emotional competence influences student outcomes through indirect pathways, with teacher-student relationships representing one key mediating pathway. However, empirical evidence testing these specific mediation mechanisms for students’ social integration remains limited. Methods Using multilevel mediation analysis, we examined direct and indirect associations between teachers’ e…
Tiers 1 and 2 of a German MTSS
Introduction The prevalence of disruptive behavior is increasing worldwide, affecting the learning process and classroom climate, teacher–student relationships, and peer interactions. Disruptive behavior in childhood can have detrimental effects on a child’s long-term growth and may predict similar behavior in adolescence and adulthood. Thus, it is not only contemporary education and school research that are concerned with addressing the issues o…
No prominent works on this page.
Tiers 1 and 2 of a German MTSS
Introduction The prevalence of disruptive behavior is increasing worldwide, affecting the learning process and classroom climate, teacher–student relationships, and peer interactions. Disruptive behavior in childhood can have detrimental effects on a child’s long-term growth and may predict similar behavior in adolescence and adulthood. Thus, it is not only contemporary education and school research that are concerned with addressing the issues o…
Teachers’ emotional competence and students’ social integration
Introduction The Prosocial Classroom Model theorizes that teachers’ emotional competence influences student outcomes through indirect pathways, with teacher-student relationships representing one key mediating pathway. However, empirical evidence testing these specific mediation mechanisms for students’ social integration remains limited. Methods Using multilevel mediation analysis, we examined direct and indirect associations between teachers’ e…
Bullying, Victimization, and Aggression (2 works) · Behavioral and Psychological Studies (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Closeness (1 work) · Communication in Education and Healthcare (1 work) · Computer Science (1 work) · Developmental psychology (1 work) · Early Childhood Education and Development (1 work) · Empirical research (1 work) · German (1 work)