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The Student-Teacher Relationship Quality in Children with Selective Mutism
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Longobardi, Claudio; Badenes-Ribera, Laura; Gastaldi, Francesca Giovanna Maria; Prino, Laura Elvira – Psychology in the Schools, 2019
Selective mutism (SM) is a rare anxiety disorder that compromises children's daily life during critical periods of early development. Because school is a prime context for the manifestation of the disorder, the aim of this study was to investigate the quality of the student-teacher relationship and its effects on behavior and work, and on social…
Descriptors: Teacher Student Relationship, Communication Disorders, Anxiety Disorders, Interpersonal Competence
Teachers' Emotional Expressiveness and Classroom Management Practices: Associations with Young Students' Social-Emotional and Behavioral Competence
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Poulou, Maria S.; Garner, Pamela W.; Bassett, Hideko Hamada – Psychology in the Schools, 2022
Using data from 832 kindergarten and first grade primary teachers and 662 of their students, the current study investigated teachers' use of behavioral and instructional classroom practices and whether these strategies moderated associations between teachers' expressions of positive and negative classroom emotion and students' social-emotional and…
Descriptors: Affective Behavior, Classroom Techniques, Kindergarten, Grade 1
Examining the Effectiveness of Affective Education.
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Hudgins, Edward Wren – Psychology in the Schools, 1979
Fourth-grade students were randomly assigned to either a treatment or a Hawthorne control group. The treatment consisted of participation in the Toward Affective Development Program. No treatment effects were noted, regardless of sex or class membership. (Author)
Descriptors: Affective Behavior, Educational Objectives, Educational Programs, Elementary School Students
Training Individuals to Label Nonverbal Facial Cues.
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Stickle, Fred E.; Pellegreno, Dominick – Psychology in the Schools, 1982
Examined the effects of training high school students (N=56) to accurately label facial affects of happiness, sadness, fear, anger, surprise, disgust, and neutrality. The treatment period extended over three, one-hour group presentations. Found the experimental group significantly improved its ability to accurately label facial affect following…
Descriptors: Affective Behavior, Classification, Facial Expressions, High School Students