Mackenzie N Wink
Biographic Data
| ID | 8224938 |
|---|---|
| NAME | Mackenzie N Wink |
| GIVEN NAMES | Mackenzie N |
| FAMILY NAME | Wink |
| SIGNATURE | WINK M N |
| AFFILIATIONS | University of Connecticut |
| ORCID | 0000-0002-6701-2992 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Why Do Students Misbehave? An Exploration of Teacher and Administrator Perceptions of Elementary School Students' Problem Behavior
Problem behavior is on the rise in schools, resulting in worsened outcomes for students and teachers. Limited research has examined administrators' causal attributions of problem behavior or alignment between teacher and administrator perceptions about student behavior; this is important given literature indicating that teacher and administrator perceptions are often misaligned. However, little is known about how much teacher and administrator sh…
Should schools “return to normal”? Mixed outcomes resulting from Covid‐19 in schools
The COVID‐19 pandemic dramatically altered practices in the K‐12 education system. Though several studies have documented impacts on students and staff, limited research has explored educators' experiences with these changes. This study addresses this gap using interview data to examine elementary school educators' perspectives. Results suggest that the pandemic facilitated a variety of adaptations in schools that led to outcomes that were primar…
Mixed Methods Illustration of Teachers’ Trauma-Informed Attitudes and Practice
Teacher empathy and students with problem behaviors
Managing students' problem behaviors in the classroom is a difficult challenge for many teachers. A teacher's ability to empathize with students' perspectives and life experiences could impact their approach to the student's problem behaviors; however, few previous studies examine teacher empathy. This study adapted an existing empathy measure to assess educators' cognitive and affective empathy for students. Participants were elementary school t…
Social‐emotional competence trajectories from a school‐based child trauma symptom intervention in a disadvantaged community
Childhood exposure to traumatic experiences and subsequent psychological symptoms increase the risk for lifelong behavioral and mental health problems, including depression diagnoses, reduced adaptive coping strategies, substance abuse, and early death, with negative impacts on children's social development and academic achievement. Social‐emotional competence (SEC) is a key component of resilience to trauma exposure, and early deficits predict i…
No prominent works on this page.
Social‐emotional competence trajectories from a school‐based child trauma symptom intervention in a disadvantaged community
Childhood exposure to traumatic experiences and subsequent psychological symptoms increase the risk for lifelong behavioral and mental health problems, including depression diagnoses, reduced adaptive coping strategies, substance abuse, and early death, with negative impacts on children's social development and academic achievement. Social‐emotional competence (SEC) is a key component of resilience to trauma exposure, and early deficits predict i…
Teacher empathy and students with problem behaviors
Managing students' problem behaviors in the classroom is a difficult challenge for many teachers. A teacher's ability to empathize with students' perspectives and life experiences could impact their approach to the student's problem behaviors; however, few previous studies examine teacher empathy. This study adapted an existing empathy measure to assess educators' cognitive and affective empathy for students. Participants were elementary school t…
Should schools “return to normal”? Mixed outcomes resulting from Covid‐19 in schools
The COVID‐19 pandemic dramatically altered practices in the K‐12 education system. Though several studies have documented impacts on students and staff, limited research has explored educators' experiences with these changes. This study addresses this gap using interview data to examine elementary school educators' perspectives. Results suggest that the pandemic facilitated a variety of adaptations in schools that led to outcomes that were primar…
Mixed Methods Illustration of Teachers’ Trauma-Informed Attitudes and Practice
Why Do Students Misbehave? An Exploration of Teacher and Administrator Perceptions of Elementary School Students' Problem Behavior
Problem behavior is on the rise in schools, resulting in worsened outcomes for students and teachers. Limited research has examined administrators' causal attributions of problem behavior or alignment between teacher and administrator perceptions about student behavior; this is important given literature indicating that teacher and administrator perceptions are often misaligned. However, little is known about how much teacher and administrator sh…
Psychology (5 works) · Early Childhood Education and Development (3 works) · Bullying, Victimization, and Aggression (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Clinical Psychology (2 works) · Developmental psychology (2 works) · Education Discipline and Inequality (2 works) · Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works)