The longitudinal associations among student externalizing behaviors, teacher-student relationships, and classroom engagement

Hasty, Leslie M.; Quintero, Michaela; Li, Tianyu; Song, Seowon; Wang, Zhe

doi:10.1016/j.jsp.2023.101242

Cited by 8 publications

(5 citation statements)

References 77 publications

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“…Our analyses found that delinquency was significantly associated with school disengagement and low school involvement. Some studies have found evidence that these associations are a result of a reciprocal relationship between externalizing behaviors and school disengagement (Hasty et al, 2023;Roebroek & Koning, 2016;Zimmermann et al, 2013); however, future research is needed to fully parse the directionality between the associations we see in the ABCD-SD study between delinquency and school attitudes.…”

Section: Discussionmentioning

confidence: 86%

Characterizing delinquent behavior in early adolescence: Results from the Adolescent Brain Cognitive Development- Social Development study

Brislin,

Choi,

Hicks

2024

Preprint

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We examined associations among early delinquency and key personality traits, psychopathology, and environmental factors among youth enrolled in the Adolescent Brain Cognitive Development - Social Development (ABCD-SD) study, a substudy of the national ABCD study. Establishing these associations at baseline is an important step for identifying early risk factors for delinquent behavior. The ABCD-SD study includes annual assessments of delinquency, victimization, and personality features for participants from five sites (N = 2,426). We used all data from the ABCD-SD baseline assessment (M age = 11.7 years, 48% female). Self-reported race was 53% White, 31% Black, 12% multiracial, with 11% self-identified as Hispanic. Thirty-six percent reported their annual household income was under 50,000USD. Linear regression models were used to examine the association between delinquency and the risk factors of interest. We also examined interactions between each risk factor and sex as well as race (Black compared to White youth). We found that delinquency was associated with lower levels of empathy and fear, and higher levels of impulsivity, aggression, and other externalizing behaviors. Delinquency was also associated with higher levels of antisocial peer affiliation and lower levels of positive parenting practices, neighborhood cohesion, and school engagement. Interactions between key risk factors and sex or race were mostly non-significant. These results provide a comprehensive characterization of associations between delinquency in emerging adolescence and key outcomes across multiple domains in a large, geographically diverse sample.

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Section: Discussionmentioning

confidence: 86%

Characterizing delinquent behavior in early adolescence: Results from the Adolescent Brain Cognitive Development- Social Development study

Brislin,

Choi,

Hicks

2024

Preprint

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“…Esto implica desarrollar un conjunto de normas y procedimientos de clase que sean fáciles de seguir y comprender, y luego presentarlos a los alumnos al principio del curso escolar. Al establecer expectativas claras desde el principio, los alumnos sabrán qué se espera de ellos y qué consecuencias pueden esperar si no las cumplen (Hasty et al, 2023).…”

Section: Establecer Expectativas Y Normas Clarasunclassified

“…Los profesores deben vigilar el comportamiento de los alumnos y hacer cumplir las normas y consecuencias establecidas. Esto puede hacerse mediante diversos métodos, como el refuerzo positivo y el estímulo, así como mediante estrategias más directas, como los castigos o las declaraciones directas (Hasty et al, 2023). Reforzando sistemáticamente las normas y expectativas, los alumnos comprenderán que su comportamiento se vigila de cerca y que sus acciones tienen ISSN: 2600-5859 Vol.…”

Section: Establecer Expectativas Y Normas Clarasunclassified

Estrategias para la prevención de conflictos entre alumnos en el aula

Velastegui Hernández,

Arroba López,

Melo Fiallos

et al. 2023

ConcienciaDigital

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Introducción. Los conflictos entre alumnos en el aula pueden definirse como desacuerdos, discusiones o disputas entre alumnos que perturban el ambiente de aprendizaje. Mediante la aplicación de estrategias para la prevención de conflictos entre alumnos, los profesores pueden crear un entorno de aprendizaje más positivo y productivo para todos los estudiantes. Existen varias estrategias que los profesores pueden utilizar para prevenir los conflictos entre alumnos en el aula. Implica la creación de una cultura de aula que valore el respeto, la empatía y la comunicación abierta, así como el establecimiento de unas expectativas claras de comportamiento y de las consecuencias de su incumplimiento. Cuando surgen conflictos, es esencial abordarlos con prontitud y eficacia. Los profesores pueden ayudarles a desarrollar las habilidades y actitudes necesarias para resolver conflictos de forma eficaz y respetuosa. Objetivo. Conceptualizar estrategias para la prevención de conflictos entre alumnos en el aula. Metodología. Para la metodología propuesta contiene diez pasos: 1. Diseño de la investigación. 2. Tipo de investigación. 3. Nivel de investigación. 4. Modalidad de investigación. 5. Métodos, procedimientos y técnicas de investigación, contemplando. 6. Población o grupo de estudio. 7. Criterios de inclusión. 8. Criterios de exclusión. 9. Criterios de eliminación. 10. Aspectos. Resultados. Los resultados obtenidos se detallan a continuación: Establecer expectativas y normas claras. Fomentar relaciones positivas. Utilizar técnicas eficaces de gestión del aula. Fomentar la comunicación abierta. Enseñar técnicas de resolución de conflictos. Abordar la intimidación y el acoso. Ofrecer oportunidades de colaboración. Tener en cuenta las necesidades individuales de cada alumno. Evaluar y ajustar las estrategias. Conclusión. Los conflictos entre alumnos en el aula pueden prevenirse mediante diversas estrategias. Estas estrategias incluyen el establecimiento de expectativas y normas claras, la promoción de relaciones positivas, y otras considerando la promoción de oportunidades para la colaboración y la consideración de las necesidades individuales de los estudiantes. La mejora continua de las estrategias de prevención de conflictos es la última estrategia clave para prevenir los conflictos de los alumnos en el aula. Esto implica un compromiso con el desarrollo profesional continuo, la búsqueda de nuevos recursos e información, y mantenerse al día con las últimas investigaciones y las mejores prácticas en este campo. Área de estudio general: Educación. Área de estudio específica: Prevención de conflictos en el aula.

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“…Evidence suggests that the lifestyle, stress, and trauma that adolescents encounter during their developmental careers can increase their risk of developing depressive disorders ( Fox et al, 2010 ; Yin et al, 2022 ; Zhang et al, 2024 ). Studies have shown that parent–child, teacher-student, and peer relationships are negatively correlated with depression in adolescents ( Bradford et al, 2017 ; Cao et al, 2023 ; Hasty et al, 2023 ). The better the relationship, the lower the risk of depression in adolescents.…”

Section: Introductionmentioning

confidence: 99%

The association between family adaptability and adolescent depression: the chain mediating role of social support and self-efficacy

Lin,

Jia,

Zhao

et al. 2024

Front. Psychol.

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ObjectivePrevious research has shown a correlation between family adaptability and adolescent depression. However, there is a lack of studies that have investigated the underlying mechanism between family adaptability and adolescent depression. Based on the Ecological Systems Theory, this study aims to investigate the link between family adaptability and depression in adolescents, mediated by the sequential roles of social support and self-efficacy.MethodsThe sample consisted of 1086 students randomly selected from seven public middle schools in Shandong Province, Eastern China. All the participants filled in the structured self-report questionnaires on family adaptability, social support, self-efficacy, and depression. The data were analyzed using SPSS 25.0 and Structural Equation Modeling (SEM) in AMOS 24.0.ResultsThe findings of this study are as follows: (1) Family adaptability is negatively associated with adolescent depression; (2) Social support plays a mediating role between family adaptability and adolescent depression; (3) Self-efficacy plays a mediating role between family adaptability and adolescent depression; (4) Social support and self-efficacy play a chain mediation role between family adaptability and adolescent depression.ConclusionIt is suggested that early interventions and support should be provided to facilitate adolescents’ family adaptability, social support, and self-efficacy, thus reducing their depression and improving mental health of adolescents.

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The longitudinal associations among student externalizing behaviors, teacher-student relationships, and classroom engagement

Cited by 8 publications

References 77 publications

Characterizing delinquent behavior in early adolescence: Results from the Adolescent Brain Cognitive Development- Social Development study

Characterizing delinquent behavior in early adolescence: Results from the Adolescent Brain Cognitive Development- Social Development study

Estrategias para la prevención de conflictos entre alumnos en el aula

The association between family adaptability and adolescent depression: the chain mediating role of social support and self-efficacy

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