Mackenzie N Wink

Dados Biográficos

ID8224938
NOMEMackenzie N Wink
PRENOMESMackenzie N
SOBRENOMEWink
ASSINATURAWINK M N
AFILIAÇÕESUniversity of Connecticut
ORCID0000-0002-6701-2992
VERIFICADOSim
TOTAL DE OBRAS5
TOTAL DE CITAÇÕES0
TOTAL COMO AUTOR5
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2020
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H0

  • Why Do Students Misbehave? An Exploration of Teacher and Administrator Perceptions of Elementary School Students' Problem Behavior

    Open AccessAlexandria J Tomkunas, Mackenzie N Wink et al.ARTICLEPsychology in the Schools2026

    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

    Open AccessAlexandria J Tomkunas, Megan Welliver et al.ARTICLEPsychology in the Schools2023

    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

    Open AccessBob Russell, Mackenzie N Wink et al.ARTICLEJournal of Child & Adolescent…2023

  • Teacher empathy and students with problem behaviors

    Open AccessMackenzie N Wink, Maria D LaRusso et al.ARTICLEPsychology in the Schools2021

    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

    Open AccessMorica Hutchison, Bob Russell et al.ARTICLEPsychology in the Schools2020

    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…