The Relation Between Classroom Adversity and Students’ Problem Behavior as a Function of Teachers’ Emotional Support

This longitudinal study investigated the associations between peer victimization and maladaptive outcomes (emotional and behavioral problems) among 580 adolescents concurrently and across a 2‐year period, and proposed that adult emotional support moderated this association. Peer victimization and maladaptive outcomes were assessed from adolescents' self‐reports. Adult emotional support was measured from adolescents' ratings of parent and teacher emotional support. Adolescents who were physically or relationally victimized by their peers were at risk of emotional and behavioral problems. Higher levels of father and teacher emotional support were associated with lower levels of adolescents' emotional and behavioral problems concurrently and across time. Higher levels of mother emotional support were associated with lower levels of emotional problems and moderated the effects of physical victimization on maladjustment for concurrent assessments only. Teacher emotional support moderated the association between relational victimization and emotional and behavioral problems across time. © 2009 Wiley Periodicals, Inc.

To explore the influence of bully victims on the suicidal tendencies of college students, and the moderating role of teacher emotional support and family support in the relationship between bully victims and college students' suicidal tendencies, in order to provide a reference for the effective intervention of college students' suicide behavior. Based on a survey of 15,560 college students. Multiple stepwise regression and Interaction analysis explore the impact of the bully victimization on college students' suicidal tendencies and the moderating role of family support and teacher emotional support in the relationship between the bully victim and college students' suicidal tendencies. This study found that the Suicidal Tendencies score of college students was 19.79 points, indicating that some college students have a risk of suicidal tendencies; secondly, verbal bullying (β = 0.084, P <0.001), physical bullying (β = 0.222, P <0.001) and social relationship bullying (β = 0.122, P <0.001) have a positive and significant impact on the suicidal tendencies of college students; in addition, family support and teacher emotional support have a significant regulatory effect on the bully victim and college students Suicidal Tendencies and family support. The regulating effect was significantly higher than that of teacher emotional support. Chinese college students have the risk of suicidal tendencies; peer bullying victimization is an important reason for affecting college students' suicidal tendencies, teacher emotional support is a protective factor for bully victims to affect college students' suicidal tendencies, and family support has a significant moderating effect on the bully victim and college students' suicidal tendencies. Therefore, it is necessary to actively adopt home-school linkage and home-school communication to reduce campus violence and increase the psychological resilience of college students.

This quantitative research, which employed descriptive and correlational designs, aimed to determine whether teacher emotional support and parental expectation predict students attitudes toward learning mathematics. Using the simple random sampling technique, there were 351 Grade 7 students selected as respondents from four public secondary schools in Tagum City Division during the school year 2022-2023. This study used three adapted survey questionnaires to determine the level of teacher emotional support, parental expectation and students attitudes toward learning mathematics. Data were treated using the Mean, Pearson-r, and multiple regression analysis. Findings suggested that teacher emotional support is always manifested, parental expectation is very evident and students attitudes toward learning mathematics is well observed. Moreover, there is significant relationship between teacher emotional support and students attitudes toward learning mathematics. Additionally, there is significant relationship between parental expectation and students attitudes toward learning mathematics. Further, teacher emotional support does not significantly predict students attitudes toward learning mathematics however, parental expectation significantly predicts students attitudes toward learning mathematics. The study implies that factors beyond teacher emotional support and parental expectation may play a significant role in shaping students attitudes toward learning mathematics. KEYWORDS: mathematics education, teacher emotional support, parental expectation, attitudes toward learning, grade 7 students, descriptive and correlational research, regression analysis; Tagum City, Davao del Norte, Philippines

A large number of published papers have investigated the relationship between perceived teacher emotional support and students’ engagement in school across a variety of subject areas at the primary and secondary levels. However, very few or none of these studies examine the topic in the context of physical education in higher education. It would be highly desirable for a study comparable to this one to be carried out within the context of tertiary education in order to address the dearth of scholarly works that concentrate on these two constructs. In light of this, the current study investigated the connection between teachers’ emotional support and their student’s level of engagement in their academic work. The participants in the study were undergraduate students (males = 374, females = 536) who were enrolled in minor PE courses at a prominent local college in Angeles City, Philippines. Following the calculation of Spearman’s rho and multiple regression analyses, the findings revealed that perceived teacher emotional support (along with its three distinct features: positive atmosphere, teacher sensitivity, and regard for the adolescent perspective) is significantly associated with [r(908) =.519, p &lt; .05)] and has a direct influence on [F(3, 906) = 120.508, p &lt;.001] school engagement. Additionally, this study highlighted the critical role that PE instructors play in providing students with emotional support, which in turn leads to higher levels of engagement and achievement reports. The presentation includes suggestions for the professional development of teachers of PE and future research initiatives.

The purpose of the study was to examine the effects of school-wide positive behavior support(SW-PBS) at a special middle school on the teachers' classroom management skills, teacher-efficacy of teachers and problem behaviors of the students. It was also to examine the effects of individual positive behavior support on problem behavior of student who exhibit severe problem behavior. Ten support team members and twelve middle school teachers implemented school-wide positive behavior support. Thirty-six middle school students with disabilities were provided universal positive behavior support, and one student who exhibited severe problem behavior was provided individual positive behavior support. The results of this study showed that the teachers as implementation team who participated in SW-PBS had significantly increased in teachers’ classroom management skills and teacher-efficacy. The number of problem behavior of students who was given universal support was decreased. Also, individual support have resulted in declines in the incedence of problem behavior of targeted student. Based on the results, suggestions for future research were discussed.

In the context of higher education, student participation plays a vital role in promoting active learning, critical thinking, and the development of future educators. A supportive classroom environment and strong teacher emotional support are essential factors that encourage students to engage meaningfully in classroom activities. This study aimed to examine the relationship between classroom environment, teacher-emotional support, and student participation among Bachelor of Secondary Education (BSED) students. Employing a quantitative descriptive-correlational design, the study sought to determine these variables and explored their predictive influence on student participation. Data were collected from 142 first-year BSED students through adapted survey questionnaires and were analyzed using mean scores, Pearson Product-Moment Correlation Coefficient, and regression analysis. Results indicated that both classroom environment and teacher-emotional support were rated highly and showed a significant positive relationship with student participation, leading to the rejection of the null hypothesis. These findings highlight the importance of creating conducive physical learning environments and fostering emotionally supportive teaching practices to enhance active student engagement. Overall, this study provides valuable insights for improving classroom practices and strengthening teacher preparation programs to promote a participatory and inclusive learning environment.

Working memory, used to temporarily store and mentally manipulate information, is important for children’s learning. It is therefore valuable to understand which (contextual) factors promote or hinder working memory performance. Recent research shows positive associations between positive parent–child and teacher–student interactions and working memory performance and development. However, no study has yet experimentally investigated how parents and teachers affect working memory performance. Based on attachment theory, the current study investigated the role of parent and teacher emotional support in promoting working memory performance by buffering the negative effect of social stress. Questionnaires and an experimental session were completed by 170 children from grade 1 to 2 (Mage = 7 years 6 months, SD = 7 months). Questionnaires were used to assess children’s perceptions of the teacher–student and parent–child relationship. During an experimental session, working memory was measured with the Corsi task backward (Milner, 1971) in a pre- and post-test design. In-between the tests stress was induced in the children using the Cyberball paradigm (Williams et al., 2000). Emotional support was manipulated (between-subjects) through an audio message (either a weather report, a supportive message of a stranger, a supportive message of a parent, or a supportive message of a teacher). Results of repeated measures ANOVA showed no clear effect of the stress induction. Nevertheless, an effect of parent and teacher support was found and depended on the quality of the parent–child relationship. When children had a positive relationship with their parent, support of parents and teachers had little effect on working memory performance. When children had a negative relationship with their parent, a supportive message of that parent decreased working memory performance, while a supportive message from the teacher increased performance. In sum, the current study suggests that parents and teachers can support working memory performance by being supportive for the child. Teacher support is most effective when the child has a negative relationship with the parent. These insights can give direction to specific measures aimed at preventing and resolving working memory problems and related issues.

The moderating role of psychological capital in the relationship between school-related stress and outcomes of academic achievement and behavior problems among students with health impairments

Addressing student problem behavior is a leading concern for educators as behavioral issues interfere with school engagement, academic achievement, and social relationships. This study aims to explore the factors of problem behavior. It includes 24 teachers and 20 students as study participants purposively selected from five conveniently selected non-government secondary schools in rural Kushtia. Focus Group Discussion and interviews were used to collect data. The data was analyzed following the inductive content analysis technique, and the findings were presented under key themes explored. The findings show that heterogeneous factors, including parental supervision, peer influence, school environment and teachers’ role and use of technology, have a significant influence on students’ problem behavior. Teacher’s World: Journal of Education and Research, Vol. 48(2), Dec 2022, p.142-156

In recent years, deep learning as the requirement of higher education for students has attracted the attention of many scholars, and previous studies focused on defining deep learning as the deep processing of knowledge of the brain, however, in the process of knowledge processing, the brain not only involves the deep processing of information but also participates in learning consciously and emotionally. Therefore, this research proposed a four-factor model hypothesis for deep learning that includes deep learning investment, deep cognitive-emotional experience, deep information processing, and deep learning meta-cognitive. In addition, the research proposed teachers’ emotional support perceived by students has an effect on the four factors of deep learning. Through SPSS 26 and AMOS 24, this research has verified the four-factor model of deep learning applying exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and verified that the perceived teacher emotional support has an impact on the four factors of students’ deep learning using the SEM.

As a result of the reauthorization of the Individuals with Disabilities Education Act of 1997, schools must now consider positive behavioral interventions and strategies to address problem behavior of students with Emotional/Behavioral Disorders (E/BD). Given the poor behavioral, academic, and social outcomes for these students, there is a compelling need to identify effective, proactive interventions. Current literature has well established the ineffectiveness of traditional, punitive, and consequence-laden strategies to deal with behaviors. Research has shown the manipulation of antecedent stimuli, in the form of curricular adaptations, can provide a positive, proactive means of managing behavior. Specifically, curriculum modifications, based on student interest, are proposed as a positive, proactive strategy used to manipulate antecedent stimuli to improve the behavior of students with E/BD. The purpose of this study was to investigate the manipulation of antecedent stimuli through the implementation of individualized, curricular adaptations, based on student interest, to reduce the problem behavior of students exhibiting disruptive behaviors. A second purpose was to explore the effect of those adaptations on the behavior motivation of students with E/BD. In this study, curriculum modifications based on student interest were used to reduce disruptive behavior, increase desirable behavior, and effect change in the motivation for problem behavior among four elementary school boys with E/BD. Use of an ABAB reversal design, including interval data collection, and the use of a behavior rating scale and a motivation assessment scale were used to establish baseline data and determine effectiveness of the intervention. Results indicate that each student demonstrated a reduction in disruptive behavior, an increase in desirable behavior, and changes in motivation for behavior.

Although previous studies have concluded that maternal support following children's sexual abuse disclosures is an important predictor of children's symptoms, the empirical data to support this is limited. Much of the small prior literature has used measures of maternal support without adequately reported psychometric properties, which may obscure the true relationship between support and children's sexual behaviors. Further, it is unclear whether maternal support is related to children's sexual acting out in the context of known predictors of sexual behaviors. The purposes of the current study were to (1) examine the relationships between support and children's sexual behaviors and (2) determine whether support is related to sexual behaviors after controlling for known predictors among 161 treatment-seeking children (6-12 years old; M = 8.70, SD = 2.69) and their nonoffending mothers. In the bivariate analyses, emotional support was negatively related to children's sexual behaviors, whereas maternal blame/doubt was positively correlated with sexual behaviors. Nonetheless, after controlling for other predictors, emotional support predicted developmentally related sexual behaviors but not sexual abuse-specific sexual behaviors. Levels of emotional support and blame/doubt predicted children's total sexual behaviors, after accounting for identified predictors, suggesting that support may play a small role in understanding children's sexual behaviors.

A very challenging form of social services is the teaching profession. A teacher’s profession has a high level of emotional distress. The problem of emotional stress among teachers is of concern to the public both inside and outside the educational organization. This study was done to find out the extent of the emotional stress that teachers experienced at Sekolah Menengah Kebangsaan Pangkal Meleret. The study aims are to see the extent of the level of the emotional stress of the teacher's workload, lack of resources, administrative management, time constraints, and negative student behavior and disciplinary problems. To achieve the purpose of the research, quantitative methods have been used. This study was conducted at Sekolah Menengah Kebangsaan Pangkal Meleret, Machang, Kelantan. A total of 44 teachers were selected as sample size to represent 54 respondents. Frequency and descriptive statistical tests covering frequency, percentage, mean and standard deviation have been used to describe demographic profiles and descriptive analysis. Cronbach's Alpha reliability value is 0.806 also good for pilot study. The findings showed that the highest levels of teacher emotional stress were teacher’s workload (M=4.37, SP=.459), followed by lack of resources (M=4.07, SP=.524), and administrative management (M=4.05, SP=.599), while time constraints were at moderate levels (M=3.54, SP=.862), followed by negative student behavior and disciplinary problems (M=3.21, SP=.855). The results of this study prove that these five factors influence the level of the emotional stress of the teacher. The results of this study contribute as reference material and guidance to the school to overcome the problem of emotional stress among teachers to improve the quality of teacher services.

Supportive parenting and social and behavioral development: Does classroom emotional support moderate?

Using a person-centered approach, the current study investigated latent profiles for the emotional and behavioral problems of students in sixth-grade in elementary school and second grade of middle school. The aim was to explore latent transition patterns and verify the factors affecting the transitions. The participants were 1,937 adolescents who responded to the 3&lt;sup&gt;rd&lt;/sup&gt; year (6&lt;sup&gt;th&lt;/sup&gt; grade of elementary school; Time 1), 4&lt;sup&gt;th&lt;/sup&gt; year (1&lt;sup&gt;st&lt;/sup&gt; grade of middle school), and 5&lt;sup&gt;th&lt;/sup&gt; year (2&lt;sup&gt;nd&lt;/sup&gt; grade of middle school; Time 2) of the Korean Children Youth Panel Study. Latent profile and latent transition analyses were performed. The results were as follows: first, the latent profile of emotional and behavioral problems changed from Time 1 to Time 2. The latent groups at Time 1 were classified into low, moderate, high, and externalizing-dominant, whereas at Time 2, five groups were identified: low, moderate, high, externalizing-dominant, and withdrawal-dominant. Second, transition analyses revealed that although 22.3-57.0% of latent groups remained unchanged, there were significant changes over time between groups, as a new group (‘withdrawal-dominant’) emerged in Time 2. Third, different factors influenced the latent profile transition of emotional and behavioral problems depending on the transition pattern. Higher levels of self-esteem, better relationships with peers and teachers, and lower levels of parental inconsistency meant emotional and behavioral problems had not worsened at Time 2. The results suggest that early interventions are needed during the transition from childhood to early adolescence.