Maria S Poulou
Biographic Data
| ID | 4639149 |
|---|---|
| NAME | Maria S Poulou |
| GIVEN NAMES | Maria S |
| FAMILY NAME | Poulou |
| SIGNATURE | POULOU M S |
| AFFILIATIONS | University of Patras |
| ORCID | 0000-0003-4196-401X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Teacher-student relationships: The Roles of Teachers’ Emotional Competence, Social Emotional Learning Beliefs, and Burnout
Teachers’ Emotional Expressiveness and Coping Reactions to Students’ Emotions: Associations with Students’ Social-Emotional Competences and School Adjustment
Beside research evidence on the importance of teachers’ emotion socialization behaviors and students’ social-emotional outcomes, there is less evidence on teachers’ discrete emotion socialization behaviors and students’ social and emotional outcomes. The current study investigated early childhood teachers’ self-reported expression of emotions and coping strategies with students’ negative emotions as potential predictors of young students’ social-…
Teachers' emotional expressiveness and classroom management practices: Associations with young students' social‐emotional and behavioral competence
Using data from 832 kindergarten and first grade primary teachers and 662 of their students, the current study investigated teachers' use of behavioral and instructional classroom practices and whether these strategies moderated associations between teachers' expressions of positive and negative classroom emotion and students' social‐emotional and behavioral competence. Results indicated that teachers' positive expressiveness positively predicted…
The effects on students' emotional and behavioural difficulties of teacher–student interactions, students' social skills and classroom context
Children's emotional and behavioural difficulties are the result of multiple individual, social and contextual factors working in concert. The current paper proposes a theoretical framework for interpreting students' emotional and behavioural difficulties in classrooms, by taking into consideration teacher–student interactions, students' social skills and classroom context. Based on Bronfenbrenner's model, according to which process, person and c…
Cognitive, Emotional and Behavioural Responses to Students with Emotional and Behavioural Difficulties: A model of decision‐making
Teachers' perceptions and thoughts on educational matters reflect on their teaching decisions and actions to their students in general, and their students with emotional and behavioural difficulties, in particular. A study based on the theoretical assumptions of Weiner's model of attributional theory of motivation, Ajzen & Fishbein's planned behaviour theory and Bandura's social cognitive theory aimed to construct a portrayal of teachers' causal …
Teachers’ causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties
Background. The vast majority of children with emotional and behavioural difficulties are educated in their usual classes in ordinary schools across the countries. The study, therefore, of teachers’ responses to these children is important for both teachers’ and students’ well‐being in schools. Research provides evidence that teachers attribute students’ difficulties to factors external to themselves, that is family or child factors and although …
Cognitive, Emotional and Behavioural Responses to Students with Emotional and Behavioural Difficulties: A model of decision‐making
Teachers' perceptions and thoughts on educational matters reflect on their teaching decisions and actions to their students in general, and their students with emotional and behavioural difficulties, in particular. A study based on the theoretical assumptions of Weiner's model of attributional theory of motivation, Ajzen & Fishbein's planned behaviour theory and Bandura's social cognitive theory aimed to construct a portrayal of teachers' causal …
The effects on students' emotional and behavioural difficulties of teacher–student interactions, students' social skills and classroom context
Children's emotional and behavioural difficulties are the result of multiple individual, social and contextual factors working in concert. The current paper proposes a theoretical framework for interpreting students' emotional and behavioural difficulties in classrooms, by taking into consideration teacher–student interactions, students' social skills and classroom context. Based on Bronfenbrenner's model, according to which process, person and c…
Teachers’ causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties
Background. The vast majority of children with emotional and behavioural difficulties are educated in their usual classes in ordinary schools across the countries. The study, therefore, of teachers’ responses to these children is important for both teachers’ and students’ well‐being in schools. Research provides evidence that teachers attribute students’ difficulties to factors external to themselves, that is family or child factors and although …
Teachers’ causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties
Background. The vast majority of children with emotional and behavioural difficulties are educated in their usual classes in ordinary schools across the countries. The study, therefore, of teachers’ responses to these children is important for both teachers’ and students’ well‐being in schools. Research provides evidence that teachers attribute students’ difficulties to factors external to themselves, that is family or child factors and although …
Cognitive, Emotional and Behavioural Responses to Students with Emotional and Behavioural Difficulties: A model of decision‐making
Teachers' perceptions and thoughts on educational matters reflect on their teaching decisions and actions to their students in general, and their students with emotional and behavioural difficulties, in particular. A study based on the theoretical assumptions of Weiner's model of attributional theory of motivation, Ajzen & Fishbein's planned behaviour theory and Bandura's social cognitive theory aimed to construct a portrayal of teachers' causal …
The effects on students' emotional and behavioural difficulties of teacher–student interactions, students' social skills and classroom context
Children's emotional and behavioural difficulties are the result of multiple individual, social and contextual factors working in concert. The current paper proposes a theoretical framework for interpreting students' emotional and behavioural difficulties in classrooms, by taking into consideration teacher–student interactions, students' social skills and classroom context. Based on Bronfenbrenner's model, according to which process, person and c…
Teachers' emotional expressiveness and classroom management practices: Associations with young students' social‐emotional and behavioral competence
Using data from 832 kindergarten and first grade primary teachers and 662 of their students, the current study investigated teachers' use of behavioral and instructional classroom practices and whether these strategies moderated associations between teachers' expressions of positive and negative classroom emotion and students' social‐emotional and behavioral competence. Results indicated that teachers' positive expressiveness positively predicted…
Teachers’ Emotional Expressiveness and Coping Reactions to Students’ Emotions: Associations with Students’ Social-Emotional Competences and School Adjustment
Beside research evidence on the importance of teachers’ emotion socialization behaviors and students’ social-emotional outcomes, there is less evidence on teachers’ discrete emotion socialization behaviors and students’ social and emotional outcomes. The current study investigated early childhood teachers’ self-reported expression of emotions and coping strategies with students’ negative emotions as potential predictors of young students’ social-…
Teacher-student relationships: The Roles of Teachers’ Emotional Competence, Social Emotional Learning Beliefs, and Burnout
Developmental psychology (6 works) · Psychology (6 works) · Early Childhood Education and Development (5 works) · Social Psychology (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Clinical Psychology (4 works) · Emotional competence (4 works) · Emotional intelligence (4 works) · Mathematics education (3 works) · Parental Involvement in Education (3 works)