Teachers' self-efficacy and perceptions of school climate are uniquely associated with students' externalizing and internalizing behavior problems

被引:9
|
作者
Finch, Jenna E. [1 ,4 ]
Akhavein, Kimia [1 ]
Patwardhan, Irina [2 ]
Clark, Caron A. C. [3 ]
机构
[1] Univ Nebraska Lincoln, Dept Psychol, Lincoln, NE USA
[2] Boys Town Natl Res Inst Child & Family Studies, Boys Town, NE USA
[3] Univ Nebraska Lincoln, Dept Educ Psychol, Lincoln, NE USA
[4] Univ Nebraska Lincoln, Dept Psychol, Burnett 223, Lincoln, NE 68588 USA
基金
美国国家卫生研究院;
关键词
Teacher self-efficacy; School climate; Behavior problems; Externalizing; Internalizing; EXECUTIVE FUNCTION; CHILD RELATIONSHIPS; JOB-SATISFACTION; CLASSROOM; BURNOUT; STRESS; QUALITY; ENVIRONMENT; RATINGS; TRAJECTORIES;
D O I
10.1016/j.appdev.2023.101512
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Early externalizing and internalizing problems undermine children's school success and long-term well-being. Leveraging a large, U.S.-representative dataset (N asymptotic to 14,810), we examined how kindergarten teachers' selfefficacy and school climate perceptions were linked to students' behavior problems in kindergarten and first grade. Teachers' self-efficacy and school climate perceptions were uniquely linked to kindergarteners' externalizing and internalizing behaviors, after controlling for demographic covariates and children's executive functions. Kindergarten teachers' higher self-efficacy predicted lower levels of children's externalizing problems in first grade, while teachers' positive school climate perceptions predicted children's lower internalizing problems in first grade. Longitudinal models demonstrated that teachers' perceived school climate and self-efficacy were uniquely associated with decreases in children's externalizing and internalizing behaviors from kindergarten to first grade. Findings highlight the importance of teachers' self-efficacy and school climate for children's socio-emotional development and underscore an urgent need to determine how best to support teacher wellbeing to optimize children's outcomes.
引用
收藏
页数:11
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