Background: This study examines Weiner's recent cognitive emotional model which makes a distinction between judgements of control and responsibility and emphasizes the moderation of control by "mitigating" factors. Method: In response to four vignettes describing two conditions of control (high or low) and mitigating factors (present or…

Experiencing an early pubertal transition has been shown to increase the risk for internalizing and externalizing outcomes among girls. It is less clear how the expectations of other individuals can be critical determinants of vulnerability for early developers. This study used an experimental design to examine whether the expectations of teachers…

This study aimed to examine whether having knowledge of student cognitive skill deficits changes teacher beliefs and responses in regard to classroom misbehavior. Teachers (N = 272) were randomly assigned to an experimental or control condition. Although teachers in both conditions read the same vignette describing a student's misbehavior, the…

There has been an increasing focus on social and emotional development in educational programmes in early childhood as both variables are believed to influence behavioural outcomes in the classroom. However, relationships between social and emotional development and behaviour in early childhood have rarely been explored. This article sets out to…

The purpose of this study was to examine college students' perceptions of individuals with autism spectrum disorder (ASD) and identify contributing factors that influence perceptions and reactions to students with ASD. Participants included 1,185 college students who responded to a survey in class or online. Trends in responses suggested that…

Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth-grade teachers completed questionnaires about their perceptions of four components of school climate: high-risk student behaviors, school-wide barriers to learning, principal support, and cooperation among…

Treatments for disruptive behaviors are often guided by parent reports on questionnaires, rather than by multiple methods of assessment. Professional observations and clinic analogs exist to complement questionnaires, but parents can also collect useful behavioral observations to inform and guide treatment. Two parent observation methods of child…

Substantial empirical data indicates that elementary school teachers are disturbed by student behavior problems in a classroom. The current study was conducted in order to determine which behaviors teachers report to be most disturbing, whether there are any teacher gender differences, and what teachers report as being most effective in handling…

Understanding how labels and prior training affect teachers of students with a disability is a step toward creating effective educational environments. Two goals of the present study were to examine how teacher training (special education vs. general education training) and labeling of students (either as having attention deficit hyperactivity…

Background: How bullying is understood by members of the school community is important because differences in definitions could result in an inconsistent approach and affect the success of intervention work. Research evidence suggests that pupils and teachers may have different interpretations of what constitutes bullying. This evidence has,…

This paper presents the findings of a study on the current knowledge and attitudes of pre-service teachers on the use of scenario-based multi-user virtual environments in science education. The 28 participants involved in the study were introduced to "Virtual Singapura," a multi-user virtual environment, and completed an open-ended questionnaire.…

The present study examines the relationship between preservice teachers' implicit theories of behavior and their intervention selection. Specifically, this research shows how the malleability of preservice teachers' perceptions of problem behaviors in the classroom influences the selection of behavioral interventions. Preservice teachers with…

This self-report study investigated 274 pre-service teachers' attitudes toward students with learning and behavioural difficulties (LBD) and the factors that predict their attitudes. Using four scenarios describing students with LBD, we investigated the degree to which pre-service teachers' open-minded thinking dispositions, readiness to learn…

Several theories attempt to explain the high co-occurrence of Attention Deficit/ Hyperactivity Disorder (AD/HD) and Conduct Problems (CP). A strong possibility is that AD/HD behaviours lead to the development of CP, due to family coercive interaction patterns, maintained through parental false beliefs regarding child problem behaviour. We compared…

States and 116 general education elementary classroom teachers in Sweden were sent surveys assessing how teachers in the United States and Sweden (1) view the use of stimulant medication to treat ADHD behaviors in children, (2) attribute the causes of ADHD behaviors, and (3) rate the acceptability of various interventions used to treat ADHD…