Maria Poulou
Biographic Data
| ID | 5010315 |
|---|---|
| NAME | Maria Poulou |
| GIVEN NAMES | Maria |
| FAMILY NAME | Poulou |
| SIGNATURE | POULOU M |
| AFFILIATIONS | University of Patras Greece |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 2 |
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…
Developmental psychology (3 works) · Psychology (3 works) · Attribution (2 works) · Behavioral and Psychological Studies (2 works) · Clinical Psychology (2 works) · Cognition (2 works) · Coping (psychology) (2 works) · Early Childhood Education and Development (2 works) · Social Psychology (2 works) · Bullying, Victimization, and Aggression (1 works)