Literaturnachweis - Detailanzeige
| Autor/inn/en | Pallini, Susanna; Vecchio, Giovanni Maria; Baiocco, Roberto; Schneider, Barry H.; Laghi, Fiorenzo |
|---|---|
| Titel | Student-Teacher Relationships and Attention Problems in School-Aged Children: The Mediating Role of Emotion Regulation |
| Quelle | In: School Mental Health, 11 (2019) 2, S.309-320 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Laghi, Fiorenzo) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1866-2625 |
| DOI | 10.1007/s12310-018-9286-z |
| Schlagwörter | Teacher Student Relationship; Attention Deficit Disorders; Self Control; Role; Elementary School Students; Check Lists; Measures (Individuals); Attention Control; Teacher Attitudes; Observation; Rating Scales; Student Teacher Relationship Scale |
| Abstract | The aim of this study was to explore the relationship between the quality of student--teacher relationship and attention problems, taking into account two different attention problems (Attention Dysregulation and Attentive Detachment), and the mediating role of Emotion Regulation. Through a multi-informant methodology, teachers rated 161 school-aged children (87 boys and 74 girls) using the "Emotion Regulation Checklist," Teacher's Report Form, and "Student-Teacher Relationship Scale," and observers rated the same children on attentive behavior in class using the "Child' s Attention Scale." Results demonstrated the influence of the student--teacher relationship on attentional behavior, via the mediating role of Emotion Regulation. On dealing with children's attention problems, it will be useful to strive for improving student--teacher relationships that in turn could foster their emotion and attention regulation. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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