Effect of first‐grade classroom environment on shy behavior, aggressive behavior, and concentration problems
Dados Bibliográficos
| ID | 11054697 |
|---|---|
| Autores | Lisa Werthamer-Larsson, Lisa Werthamer‐Larsson (Johns Hopkins University, autor correspondente), Sheppard G Kellam (Johns Hopkins University), Sheppard Kellam, Leonard Wheeler (Baltimore City Public Schools) |
| Ano | 1991 |
| Volume | 19 |
| Fascículo | 4 |
| Páginas | 585-602 |
| Data de publicação | 1991-08-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | American Journal of Community Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0091-0562 • E-ISSN: 1573-2770 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1007/bf00937993 |
| PMID | 1755437 |
| OpenAlex | W2012341502 |
| Idioma | EN |
| Citações recebidas | 127 |
| Referências citadas | 22 |
Investigates the effect of the first-grade classroom environment on the shy behavior, aggressive behavior, and concentration problems of 609 children in 19 East Baltimore public schools. First-grade classroom environment was assessed in terms of dominant pattern of classroom achievement and behavior. Structured teacher ratings assessed child shy behavior, aggressive behavior, and concentration problems at the end of first grade. Children in low-achieving classroom environments had significantly higher teacher ratings of shy behavior and aggressive behavior than children in mixed-achieving or high-achieving environments, even after controlling for potentially confounding child characteristics and classroom behavior environment effects. Analyses controlling for child characteristics and classroom achievement environment effects indicated that children in poor-behaving classroom environments also had significantly higher teacher ratings of shy behavior than children who were not in poor-behaving environments. Subgroup analyses indicated that repeaters in mixed-achieving environments had significantly higher levels of shy behavior compared with nonrepeaters, and repeaters in poor-behaving environments had significantly higher levels of aggressive behavior compared with nonrepeaters. Implications for prevention research are discussed
Medical education · Mental health · Mental hygiene · Psychiatry · Public health · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Educational Environments and Student Outcomes · Medicine · Nursing · Psychology · Gerontology
The influence of student–teacher racial match on student–teacher closeness
Strengthening Family Practices for Latino Families
Kindergarten children's emotion competence as a predictor of their academic competence in first grade
The Pacardo research project
Salud mental escolar
Multilevel exploration of factors contributing to the overrepresentation of black students in office disciplinary referrals
The multifaceted impact of peer relations on aggressive–disruptive behavior in early elementary school
Predicting developmental outcomes at school entry using a multiple-risk model
Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude
Classroom-level adversity
A randomized controlled trial of the combination of two school-based universal preventive interventions
Parental support of self-regulation among children at risk for externalizing symptoms
Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes
Moving from Science to Service
Hanging Out With the Wrong Crowd
Trauma Exposure and Posttraumatic Stress Disorder
A multilevel study of predictors of student perceptions of school climate
The effects of a multiyear universal social–emotional learning program
The Relation between Behavior Problems and Peer Preference in Different Classroom Contexts
Effects of School-Wide Positive Behavioral Interventions and Supports on Child Behavior Problems
Community Violence and Youth
Classroom problem behavior and teacher-child relationships in kindergarten
Parent Involvement in School Conceptualizing Multiple Dimensions and Their Relations with Family and Demographic Risk Factors
School Effectiveness Findings 1979–2002
General Growth Mixture Analysis with Antecedents and Consequences of Change
Parenting Practices and Child Disruptive Behavior Problems in Early Elementary School
Conduct disorder
Parent-school involvement and school performance
The Effects of Poverty on Children's Socioemotional Development
School-Based Skills Training to Prevent Aggressive Behavior and Peer Rejection in Childhood
Mental Health Predicts Better Academic Outcomes
Predictive Validity of Adolescent Callous-Unemotional Traits and Conduct Problems with Respect to Adult Outcomes
Childhood Predictors of Anxiety Symptoms
Temperament Moderators of Prospective Associations Between Community Violence Exposure and Urban African American Adolescents’ Aggressive Behavior
Adding to the Education Debt
Validity and Reliability Evidence of the Toca–C in a Sample of Greek Students
Developmental Precursors of Primary and Secondary Callous-Unemotional Traits in Youth
Short-Term Intervention Effects of the PATHS Curriculum in Young Low-Income Children
Longitudinal Associations between Parental Warmth, Harsh Discipline, Child Emotion Regulation, and ODD Dimensions
Implementing an Evidence-Based Preventive Intervention in Neighborhood Family Centers
Do Callous–Unemotional Traits and Conduct Disorder Symptoms Predict the Onset and Development of Adolescent Substance Use
Examining the Directionality of the Relationship Between Maternal Warmth and Early School-Age Anxiety
Utilizing Moderated Non-linear Factor Analysis Models for Integrative Data Analysis
Relationship between adverse childhood experiences and mental health
Enriching Childcare Centers with a School Readiness Intervention
The Effects of Two Elementary School-Based Universal Preventive Interventions on Special Education Students’ Socioemotional Outcomes
An Update of the Meta-Analysis of the Effects of Classroom Management Interventions on Students’ Academic, Behavioral, Social-Emotional, and Motivational Outcomes
The Good Behavior Game for students with special educational needs in mainstream education settings
Impact of a schoolwide social and emotional learning implementation model on student outcomes
The Relationship Between First‐Grade Psychosocial Functioning and Educational Outcomes through Eighth Grade in a Large Sample of Chilean Youth
Kindergarten conduct problems are associated with monetized outcomes in adolescence and adulthood
A defensive mindset
Does Child Likeability Mediate the Link Between Academic Competence and Depressive Symptoms in Early Elementary School
Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes
An Exploratory, Cluster Randomised Control Trial of the PAX Good Behaviour Game
Mother–Child Relationships in U.S. Latinx Families in Middle Childhood
Prevention in context
Maternal Protectiveness and Child Adjustment
Temperament and Maternal Emotion Socialization Beliefs as Predictors of Early Childhood Social Behavior in the Laboratory and Classroom
Secrecy and Parent-Child Communication During Middle Childhood
The influence of in-group and out-group favouritism on the disciplinary practice of ethnic majority and minority preservice teachers
Developmental Patterns of Adolescent Marijuana and Alcohol Use and Their Joint Association with Sexual Risk Behavior and Outcomes in Young Adulthood
A Controlled Trial of the Making Choices Program
Social Information-Processing Skills and Aggression
The Carolina Child Checklist of Risk and Protective Factors for Aggression
Conduct Problems and Peer Rejection in Childhood
Affective Social Competence and Teacher–child Relationship Quality
Behavioral and Cognitive Readiness for School
Self‐perceived Social Acceptance and Peer Social Standing in Children with Aggressive–Disruptive Behaviors
Peer Nominations of Emotional Expressivity Among Urban Children
Early Adolescent School Adjustment
Mothers' Cognitions about Relational Aggression
Rejection Reactivity, Executive Function Skills, and Social Adjustment Problems of Inattentive and Hyperactive Kindergarteners
Teacher reports of social-emotional development
Parent support for learning at school entry
Identification and validation of school readiness profiles among high-risk kindergartners
Household chaos and children’s cognitive and socio-emotional development in early childhood
Implementation quality
Thresholds in the association between child care quality and child outcomes in rural preschool children
Parent engagement in a Head Start home visiting program predicts sustained growth in children’s school readiness
Executive functioning and school adjustment
Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems
Child care instability from 6 to 36 months and the social adjustment of children in prekindergarten
Sustained effects of a school readiness intervention
Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes
Teacher Observation of Classroom Adaptation—Checklist
Assessing Changes in the Longitudinal Salience of Items within Constructs
Can Genetics Predict Response to Complex Behavioral Interventions? Evidence from a Genetic Analysis of the Fast Track Randomized Control Trial
The Difficulty of Maintaining Positive Intervention Effects
Mediators of the Associations Between Externalizing Behaviors and Internalizing Symptoms in Late Childhood and Early Adolescence
Observations of Student Behavior in Nonclassroom Settings
The relation between reading and externalizing behavior
Contextual Stress and Health Risk Behaviors Among African American Adolescents
Adapting early childhood education interventions to contexts
Promoting Academic and Social-Emotional School Readiness
Changes in Disruptive Behavior Mediated by Social Competency
Disentangling Ethnic and Contextual Influences Among Parents Raising Youth in High-Risk Communities
Maternal Rule-Setting for Children's Internet Use
Child and adolescent risk factors that differentially predict violent versus nonviolent crime
The effects of violent video games and shyness on individuals’ aggressive behaviors
Social Relations in a Secondary School
Children's loneliness
Ability Grouping and Student Achievement in Elementary Schools
Fifteen thousand hours
Measuring the Effects of Instructional Time on Student Learning
Keeping Track
Developmental epidemiologically based preventive trials
Race, Instruction, and Learning
Peer relations and later personal adjustment
Instructional and Institutional Effects of Ability Grouping
| Obras citantes distintas | 127 |
|---|---|
| Citações por ano | 3,63 |
| Intervalo de citações | 1991 - 2026 (36) |
| Velocidade de citação | current |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 114 |