The purpose of this study was to examine the relation between teachers’ reports of classroom adversity, a measure of classroom hardship, and student problem behavior in a sample of students with or at risk of emotional/behavioral disorders. We also examined the extent to which this relation varied as a function of multiple domains of classroom quality. A series of multiple regression models, adjusting for the nesting of students within classrooms, were conducted. Models revealed a significant effect of the interaction between classroom adversity and classroom emotional support on teachers’ reports of student problem behaviors. This effect indicated that in low-adversity classrooms, teachers differed in their reports of students’ problem behaviors depending on their level of emotional support. In high-adversity classrooms, however, teachers’ reports of students’ problem behaviors were relatively similar regardless of their level of emotional support. Findings suggest classroom adversity is likely an important contextual factor to consider when examining student outcomes and that teacher emotional support may mitigate the influence of classroom adversity. We conclude with a discussion of the implications of this work for research and practice.

中文翻译：

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课堂逆境与学生问题行为的关系作为教师情感支持的函数

本研究的目的是检查教师对课堂逆境的报告、课堂困难的衡量标准以及患有情绪/行为障碍或有风险的学生样本中的学生问题行为之间的关系。我们还研究了这种关系随着课堂质量的多个领域的变化而变化的程度。我们建立了一系列多元回归模型，根据学生在教室中的嵌套情况进行调整。模型揭示了课堂逆境和课堂情感支持之间的相互作用对教师对学生问题行为的报告有显着影响。这种效应表明，在低逆境课堂中，教师对学生问题行为的报告有所不同，具体取决于他们的情感支持水平。然而，在高逆境课堂中，无论学生的情感支持水平如何，教师对学生问题行为的报告都相对相似。研究结果表明，课堂逆境可能是检查学生成绩时需要考虑的重要背景因素，而教师的情感支持可以减轻课堂逆境的影响。最后我们讨论了这项工作对研究和实践的影响。