Russell Matthews
Biographic Data
| ID | 5709694 |
|---|---|
| NAME | Russell Matthews |
| GIVEN NAMES | Russell |
| FAMILY NAME | Matthews |
| SIGNATURE | MATTHEWS R |
| AFFILIATIONS | Deakin University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
When all Covid breaks loose: Examining determinants of working parents' job performance during a crisis
As governments mandated organization and school closures due to COVID‐19, working parents involuntarily found themselves trying to balance both work and child educational responsibilities from home while still endeavoring to remain productive at work. As such, we integrate the crisis management literature with boundary theory and the work–home resources model to propose and test a process model to better understand how abrupt shifts to remote wor…
Older and Less Deviant Reactions to Abusive Supervision? A Moderated Mediation Model of Age and Cognitive Reappraisal
Given the significant costs of abusive supervision and the broad implications of an increasingly aging workforce, scholars have called for examining the role of employee age in the abusive supervision literature. In response to this call, this study introduced a moderated mediation model of age, abusive supervision, cognitive reappraisal, and workplace deviance based on socioemotional selectivity theory. We tested this model with a sample of 614 …
Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation
The purpose of this study is to examine the relationship between teachers’ perceived student misbehaviour and emotional exhaustion, and the role of teacher efficacy beliefs (related to handling student misbehaviour) and emotion regulation in this relationship. Additionally, we examined teacher turnover intentions in relation to emotional exhaustion. Data were collected from 610 elementary, middle‐ and high‐school teachers using an online survey. …
Parental involvement in reading progress
The nature and role of parental assistance with reading progress was investigated in a large representative sample of grade 2 children (aged 7-8). A consistent pattern of negative correlations between measures of parental assistance and reading achievement suggested that the role of this help is largely remedial, with the poorer readers receiving the greater help. Furthermore, parental help appeared to have no effect on progress during grade 2
Phonological confusability in short‐term memory for sentences as a predictor of reading ability
Upon entry to kindergarten, a group of 477 children was given sentence memory tasks involving rhyming and non‐rhyming sentences. These tasks were readministered to the children at the end of Grade 1 when the children were also tested for reading ability. Short‐term memory for sentences was found to correlate with Grade 1 reading ability on both occasions when it was tested. Furthermore, at both ages the children found rhyming sentences harder to …
Early reading achievement, oral language ability, and a child's home background
The relationships between early reading achievement, oral language ability, and the home were studied in a group of 543 school-entry age children. Using hierarchical multiple regression it was found that socioeconomic status was associated with both reading achievement and oral language ability. However, this association occurred largely because socioeconomic status was associated with educational processes in the home which contribute more direc…
Early reading achievement, oral language ability, and a child's home background
The relationships between early reading achievement, oral language ability, and the home were studied in a group of 543 school-entry age children. Using hierarchical multiple regression it was found that socioeconomic status was associated with both reading achievement and oral language ability. However, this association occurred largely because socioeconomic status was associated with educational processes in the home which contribute more direc…
Older and Less Deviant Reactions to Abusive Supervision? A Moderated Mediation Model of Age and Cognitive Reappraisal
Given the significant costs of abusive supervision and the broad implications of an increasingly aging workforce, scholars have called for examining the role of employee age in the abusive supervision literature. In response to this call, this study introduced a moderated mediation model of age, abusive supervision, cognitive reappraisal, and workplace deviance based on socioemotional selectivity theory. We tested this model with a sample of 614 …
Parental involvement in reading progress
The nature and role of parental assistance with reading progress was investigated in a large representative sample of grade 2 children (aged 7-8). A consistent pattern of negative correlations between measures of parental assistance and reading achievement suggested that the role of this help is largely remedial, with the poorer readers receiving the greater help. Furthermore, parental help appeared to have no effect on progress during grade 2
Early reading achievement, oral language ability, and a child's home background
The relationships between early reading achievement, oral language ability, and the home were studied in a group of 543 school-entry age children. Using hierarchical multiple regression it was found that socioeconomic status was associated with both reading achievement and oral language ability. However, this association occurred largely because socioeconomic status was associated with educational processes in the home which contribute more direc…
Phonological confusability in short‐term memory for sentences as a predictor of reading ability
Upon entry to kindergarten, a group of 477 children was given sentence memory tasks involving rhyming and non‐rhyming sentences. These tasks were readministered to the children at the end of Grade 1 when the children were also tested for reading ability. Short‐term memory for sentences was found to correlate with Grade 1 reading ability on both occasions when it was tested. Furthermore, at both ages the children found rhyming sentences harder to …
Parental involvement in reading progress
The nature and role of parental assistance with reading progress was investigated in a large representative sample of grade 2 children (aged 7-8). A consistent pattern of negative correlations between measures of parental assistance and reading achievement suggested that the role of this help is largely remedial, with the poorer readers receiving the greater help. Furthermore, parental help appeared to have no effect on progress during grade 2
Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation
The purpose of this study is to examine the relationship between teachers’ perceived student misbehaviour and emotional exhaustion, and the role of teacher efficacy beliefs (related to handling student misbehaviour) and emotion regulation in this relationship. Additionally, we examined teacher turnover intentions in relation to emotional exhaustion. Data were collected from 610 elementary, middle‐ and high‐school teachers using an online survey. …
Older and Less Deviant Reactions to Abusive Supervision? A Moderated Mediation Model of Age and Cognitive Reappraisal
Given the significant costs of abusive supervision and the broad implications of an increasingly aging workforce, scholars have called for examining the role of employee age in the abusive supervision literature. In response to this call, this study introduced a moderated mediation model of age, abusive supervision, cognitive reappraisal, and workplace deviance based on socioemotional selectivity theory. We tested this model with a sample of 614 …
When all Covid breaks loose: Examining determinants of working parents' job performance during a crisis
As governments mandated organization and school closures due to COVID‐19, working parents involuntarily found themselves trying to balance both work and child educational responsibilities from home while still endeavoring to remain productive at work. As such, we integrate the crisis management literature with boundary theory and the work–home resources model to propose and test a process model to better understand how abrupt shifts to remote wor…
Developmental psychology (6 works) · Psychology (6 works) · Cognition (3 works) · Job Satisfaction and Organizational Behavior (3 works) · Social Psychology (3 works) · Cognitive reappraisal (2 works) · Early Childhood Education and Development (2 works) · Linguistics (2 works) · Mediation (2 works) · Political science (2 works)