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A Preliminary Investigation of Teacher-Reported, Classroom-Level Adversity and Teacher–Student Interactions
Journal of Emotional and Behavioral Disorders ( IF 1.889 ) Pub Date : 2021-06-09 , DOI: 10.1177/10634266211020260
Kristen L. Granger 1 , Michael D. Broda 1 , Jason C. Chow 2 , Nicholas McCormick 1 , Kevin S. Sutherland 1
Affiliation  

Early elementary-aged students with and at risk of emotional and behavioral disorders (EBD) tend to develop negative interaction patterns with their teachers. This preliminary study examines the extent to which symptoms of teacher burnout and teacher reports of classroom adversity are associated with the likelihood of negative interactions between teachers and students with and at risk of EBD. We conducted observations to assess teacher–student interactions in individual and group settings, and teachers reported on burnout and classroom adversity. This study included 10 teachers and 15 of their students with or at risk of EBD. High levels of classroom adversity increased the likelihood of negative teacher–student individual interaction. High levels of classroom adversity modified the relation between personal accomplishment and negative teacher–student interactions in group settings. Findings suggest teachers may need additional support for engaging in high-quality interactions with students with and at risk of EBD, particularly in classrooms facing high levels of adversity, and inform intervention design and implementation.



中文翻译:

对教师报告、课堂级逆境和师生互动的初步调查

患有情绪和行为障碍 (EBD) 的早期小学生倾向于与老师形成消极的互动模式。这项初步研究检查了教师倦怠症状和教师课堂逆境报告与患有 EBD 和有患 EBD 风险的教师和学生之间负面互动的可能性的程度。我们进行了观察以评估个人和小组环境中的师生互动,教师报告了倦怠和课堂逆境。这项研究包括 10 名教师和他们的 15 名患有 EBD 或有 EBD 风险的学生。高水平的课堂逆境增加了消极的师生个人互动的可能性。高水平的课堂逆境改变了个人成就与小组环境中消极的师生互动之间的关系。调查结果表明,教师可能需要额外的支持,才能与患有 EBD 和有 EBD 风险的学生进行高质量的互动,尤其是在面临高度逆境的课堂中,并为干预设计和实施提供信息。

更新日期:2021-06-09
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