Pawel R Kulawiak
Biographic Data
| ID | 5148488 |
|---|---|
| NAME | Pawel R Kulawiak |
| GIVEN NAMES | Pawel R |
| FAMILY NAME | Kulawiak |
| SIGNATURE | KULAWIAK P R |
| AFFILIATIONS | University of Potsdam |
| ORCID | 0000-0001-5939-4380 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| 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…
Why not ask them? A systematic scoping review of research on dyadic teacher–student relationships as perceived by students with emotional and behavioral problems
Introduction Meta-analytical findings indicate that high-quality dyadic teacher-student relationships (TSRs) can act as social protective factors against the development or persistence of emotional and behavioral problems (EBPs) by fostering students’ social-emotional and cognitive learning. However, previous research primarily focused on samples of students without EBPs and relied on teacher-rated TSRs. Research on dyadic TSRs from the perspecti…
Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany
Teaching remains a profession that is associated with certain health risks. Teachers complain of psychosomatic experiences such as exhaustion, fatigue, headache, and tension more than people in other professions. High levels of stress amongst teachers also pose a risk for students, as this is associated with poorer teaching quality and lower learning success. Negative emotional responses to external stressors are decisive in the development of te…
Internalizing Behavior of Sociometrically Neglected Students in Inclusive Primary Classrooms – A Methodological Issue
Internalizing problems in children belong to the category of special educational needs called emotional and behavioural difficulties. Recent decades have witnessed a critical discussion about whether children and adolescents experiencing internalizing problems are at risk of being sociometrically neglected (neither liked nor disliked by their peers). Previous studies have shown evidence both for and against the association between internalizing p…
Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs
It is unclear to what extent teachers can accurately assess the social inclusion of their students with and without SEN. The study aims to shed light on these desiderata. Students ( N = 1.644) with SEN (learning, behavior, and language problems) and without SEN and their teachers ( N = 79) participated in the study. Sociometric peer nominations, students' self-perceived social inclusion, and teachers' assessments regarding students' social inclus…
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Internalizing Behavior of Sociometrically Neglected Students in Inclusive Primary Classrooms – A Methodological Issue
Internalizing problems in children belong to the category of special educational needs called emotional and behavioural difficulties. Recent decades have witnessed a critical discussion about whether children and adolescents experiencing internalizing problems are at risk of being sociometrically neglected (neither liked nor disliked by their peers). Previous studies have shown evidence both for and against the association between internalizing p…
Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs
It is unclear to what extent teachers can accurately assess the social inclusion of their students with and without SEN. The study aims to shed light on these desiderata. Students ( N = 1.644) with SEN (learning, behavior, and language problems) and without SEN and their teachers ( N = 79) participated in the study. Sociometric peer nominations, students' self-perceived social inclusion, and teachers' assessments regarding students' social inclus…
Why not ask them? A systematic scoping review of research on dyadic teacher–student relationships as perceived by students with emotional and behavioral problems
Introduction Meta-analytical findings indicate that high-quality dyadic teacher-student relationships (TSRs) can act as social protective factors against the development or persistence of emotional and behavioral problems (EBPs) by fostering students’ social-emotional and cognitive learning. However, previous research primarily focused on samples of students without EBPs and relied on teacher-rated TSRs. Research on dyadic TSRs from the perspecti…
Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany
Teaching remains a profession that is associated with certain health risks. Teachers complain of psychosomatic experiences such as exhaustion, fatigue, headache, and tension more than people in other professions. High levels of stress amongst teachers also pose a risk for students, as this is associated with poorer teaching quality and lower learning success. Negative emotional responses to external stressors are decisive in the development of te…
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…
Psychology (4 works) · Social Psychology (4 works) · Developmental psychology (3 works) · Early Childhood Education and Development (3 works) · Bullying, Victimization, and Aggression (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Communication in Education and Healthcare (2 works) · Empirical research (2 works) · Mathematics education (2 works) · Perception (2 works)