J Nitz
Biographic Data
| ID | 9509269 |
|---|---|
| NAME | J Nitz |
| GIVEN NAMES | J |
| FAMILY NAME | Nitz |
| SIGNATURE | NITZ J |
| AFFILIATIONS | University of Cologne |
| ORCID | 0000-0003-0358-8973 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| 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…
Associations between language skills and emotional and behavioural problems
The association between emotional and behavioural problems and language skills is well documented. However, specific links between these developmental domains remain unclear. This review synthesises associations between components of language skills and emotional and behavioural problems in children aged 6–11 years. PRISMA guidelines were followed. After an extensive database search, studies were screened using Covidence according to predefined c…
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…
Tiers 1 and 2 of a German MTSS
Introduction The prevalence of disruptive behavior is increasing worldwide, affecting the learning process and classroom climate, teacher–student relationships, and peer interactions. Disruptive behavior in childhood can have detrimental effects on a child’s long-term growth and may predict similar behavior in adolescence and adulthood. Thus, it is not only contemporary education and school research that are concerned with addressing the issues o…
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Tiers 1 and 2 of a German MTSS
Introduction The prevalence of disruptive behavior is increasing worldwide, affecting the learning process and classroom climate, teacher–student relationships, and peer interactions. Disruptive behavior in childhood can have detrimental effects on a child’s long-term growth and may predict similar behavior in adolescence and adulthood. Thus, it is not only contemporary education and school research that are concerned with addressing the issues o…
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…
Associations between language skills and emotional and behavioural problems
The association between emotional and behavioural problems and language skills is well documented. However, specific links between these developmental domains remain unclear. This review synthesises associations between components of language skills and emotional and behavioural problems in children aged 6–11 years. PRISMA guidelines were followed. After an extensive database search, studies were screened using Covidence according to predefined c…
Developmental psychology (3 works) · Psychology (3 works) · Bullying, Victimization, and Aggression (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Clinical Psychology (2 works) · Communication in Education and Healthcare (2 works) · Early Childhood Education and Development (2 works) · Behavioral and Psychological Studies (1 work) · Closeness (1 work) · Cognitive psychology (1 work)