The Relationships among Teachers’ Perceptions of Student Behaviour, Teachers’ Characteristics, and Ratings of Students’ Emotional and Behavioural Problems

Liljequist, Laura; Renk, Kimberly

doi:10.1080/01443410601159944

Cited by 47 publications

(40 citation statements)

References 22 publications

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“…acting out) rather than internalizing problems (i.e. depression, withdrawal; Liljequist and Renk, 2007;Phares and Danforth, 1994). This is consistent with the finding that social defiance and social delinquency are the most common teacher-reported behaviour problem (Johnson and Fullwood, 2006).…”

supporting

confidence: 86%

The Nature and Basis of Teachers’ Concerns About Spanish Secondary-School Students

Muñoz-Tinoco

Lagares

Rodríguez

et al. 2009

School Psychology International

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This study explored the nature and basis of teachers' concerns regarding several behavioural and social difficulties experienced by their secondary-school students. It was hypothesized that teachers would be most concerned about students presenting externalizing behavioural or academic difficulties but not those displaying internalizing problems. We also expected that pupils who were objects of teacher concern would be considered more maladjusted than random controls in terms of self-and peer-rated popularity and problem behaviours. Participants were 1384 secondary school pupils from Seville, Spain. The most common reasons indicated by teachers for their concerns about students were motivational and socializationemotional concerns. There was some basis for these concerns: students who were objects of teacher concerns were significantly more likely to be perceived by their peers and by themselves as socially rejected, more aggressive/disruptive, more withdrawn and less cooperative than controls. Nevertheless, teachers expressed concern about only a minority of pupils who appear to be at risk according to other sources of information. key words: externalizing problems; internalizing problems; Spanish students; teacher concerns As gatekeepers of the education system, teachers are in a unique position to offer adult support and guidance to their pupils (e.g. Muller, 2001;Rosenfeld et al., 2000). Studies of pupils' perceptions indicate that teachers can provide a variety of forms of support. Teacher support seems to influence the academic arena primarily, lowering drop-out rates (Croninger and Lee, 2001), increasing perceived school 585 School Psychology International

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supporting

confidence: 86%

The Nature and Basis of Teachers’ Concerns About Spanish Secondary-School Students

Muñoz-Tinoco

Lagares

Rodríguez

et al. 2009

School Psychology International

View full text Add to dashboard Cite

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“…This may lead to lower attrition and drop-out rates. As Liljequist and Renk (2007) found, teachers' personal teaching efficacy contributed significantly to the prediction of how bothersome internalizing problems were perceived. It is possible that increased knowledge could be a protective factor for teachers and coupled with sufficient resources and enhanced access to qualified mental health professionals, both teachers' and students' socio-emotional wellbeing would be fostered.…”

Section: Category 4: Teacher Stressmentioning

confidence: 79%

“…Chang and Stanley (2003) and Loades and Mastroyannopoulou (2010) reported that overcontrolled problems are perceived by teachers as less serious and concerning than undercontrolled problems, whereas Rothi, Leavey, and Best (2008) reported that teachers are more likely to seek help for students whether the behavior appears to negatively impact the student's academic progression, rather than whether the student exhibits less disruptive symptoms. Phares and Danforth (1994) noted that teachers were more bothered by externalizing than internalizing problems in their adolescent students and hence were more motivated to change associated behaviors, whereas Liljequist and Renk (2007) reported that teachers' personal teaching efficacy contributed significantly to the prediction of how bothersome internalizing behavioral problems were perceived as being. Such findings described support Muris and Meesters (2002) conclusion that ''children's problems with anxiety in most cases remain largely hidden'' in a classroom context (p. 589).…”

Section: Service Use For Externalizing Problems Versus Internalizing mentioning

confidence: 95%

It’s Not Just the Squeaky Wheels That Need the Oil: Examining Teachers’ Views on the Disparity Between Referral Rates for Students with Internalizing Versus Externalizing Problems

Papandrea

Winefield

2011

School Mental Health

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Due to an existing disparity between service need and service use of mental health services for adolescents experiencing internalizing problems, a simultaneous mixed-methods research design was employed to investigate how to reduce this discrepancy within an educational context. A total of 152 secondary teachers from seventeen South Australian schools completed an online questionnaire, and content analysis was used to explore the qualitative data. Results of the present study highlighted a further disparity: Teachers perceived they faced an expectation to identify the symptoms of internalizing problems in their students; yet did not feel sufficiently capable to put this expectation into practice. This is particularly problematic as teacher referral is the most common pathway to treatment. Recommendations to reduce this disparity are presented, and findings hold implications for pre-service teaching programs, policy, and current government funding initiatives.

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“…These problems have detrimental effects on SEN pupils’ cognitive, linguistic, and social development (Knivsberg, Iversen, Nodland, & Reichelt, 2007; McLeod & Kaiser, 2004). Children with social, emotional, or behavioural problems are a challenge for parents, teachers, and peers alike, and source of distress for all concerned, including themselves (Liljequist & Renk, 2007). Indeed, SEN status is often associated with a host of maladaptive outcomes, such as low self‐esteem, social skills deficits, and other related socioemotional difficulties (Hallahan & Kauffman, 1997; Reiff & Gerber, 1990).…”

Section: Introductionmentioning

confidence: 99%

Trait emotional intelligence influences on academic achievement and school behaviour

Mavroveli

Sánchez-Ruiz

2011

British Journal of Educational Psychology

185

138

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BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren.

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The Relationships among Teachers’ Perceptions of Student Behaviour, Teachers’ Characteristics, and Ratings of Students’ Emotional and Behavioural Problems

Cited by 47 publications

References 22 publications

The Nature and Basis of Teachers’ Concerns About Spanish Secondary-School Students

The Nature and Basis of Teachers’ Concerns About Spanish Secondary-School Students

It’s Not Just the Squeaky Wheels That Need the Oil: Examining Teachers’ Views on the Disparity Between Referral Rates for Students with Internalizing Versus Externalizing Problems

Trait emotional intelligence influences on academic achievement and school behaviour

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