Students' misbehavior has been consistently linked to teachers' reports of stress. The purpose of this study was to investigate whether or not teacher stress, negative affect, and self-efficacy predict the quality of student-teacher relationships. Participants included 113 elementary (K-5th) teachers in a metropolitan area in the United States. A survey method was used to measure teacher perceptions in working with difficult students and their relationships with students. Negative teacher-student relationships were predicted by teacher stress. Significant correlations were found among negative affect, teacher stress and negative relationships. Implications for teacher support and continuing education issues are discussed.With increasing empirical attention in the literature, the teacher-student relationship has been identified as a significant influence on overall school and behavioral adjustment (Baker, Terry, Bridger, & Winsor, 1997). Pianta, Steinberg and Rollins (1995) found that positive teacher-student relationships, defined as "warm, close, communicative," are linked to behavioral competence and better school adjustment. Other researchers found that conflict and dependency in teacher-student relationships are related to unfavorable outcomes such as a negative school attitude, school avoidance (Birch & Ladd, 1997) and hostile aggression (Howes, Hamilton, & Matheson, 1994). Resilience literature further indicates that when there is no emotional connection to a caregiver at home, supportive school experiences play a critical role in students' adaptations. More specifically, teachers who "provide emotional support, reward competence, and promote self-esteem" (p. 110) are considered to be one of the factors that decrease the vulnerability of high-risk students in response to stressful life events (Werner, 1990).

Online communities provide a forum for rich social interaction and identity development for billions of Internet users worldwide. In order to manage these communities, platform owners have increasingly turned to commercial content moderation, which includes both the use of moderation algorithms and the employment of professional moderators, rather than user-driven moderation, to detect and respond to anti-normative behaviors such as harassment and spread of offensive content. We present findings from semi-structured interviews with 56 volunteer moderators of online communities across three platforms (Twitch, Reddit, and Facebook), from which we derived a generalized model categorizing the ways moderators engage with their communities and explaining how these communities develop as a result. This model contains three processes: being and becoming a moderator; moderation tasks, actions, and responses; and rules and community development. In this work, we describe how moderators contribute to the development of meaningful communities, both with and without algorithmic support.

No abstract

No abstract

No abstract