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Classroom behaviour management is an essential skill for teachers, yet teachers often report being inadequately prepared for addressing student behaviour effectively. Teacher professional learning on classroom behaviour management is continually needed to support teacher implementation of evidence-based classroom management practices. This article reports the findings from a systematic literature review aimed to identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management. The result indicates that most of the effective programs were focused on training teachers on a specific strategy such as behaviour specific praise, or a combination of several proactive behaviour management strategies. While it is crucial to develop high-quality content for a teacher professional learning program, effective teaching strategies were required to produce the expected outcomes.

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Penelitian ini bertujuan untuk menguji pengaruh self-compassion terhadap kecenderungan bulimia nervosa pada remaja wanita. Penelitian melibatkan 75 subyek, dengan rentang usia pada masa adolescence, yaitu 12-21 tahun, dengan menggunakan metode survei online. Alat ukur menggunakan self-compassion scale, yang memiliki koefisien reliabilitas Cronbach alpha (α=0.876), sedangkan alat ukur the bulimia test-revised memiliki koefisien reliabilitas Cronbach alpha (α=0.915). Hasil analisis data menunjukkan bahwa self-compassion memiliki pengaruh signifikan terhadap kecenderungan bulimia nervosa pada remaja wanita sebesar 10.6% (R=0.106, p=0.004, F(1,73)=8,655).

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