The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict-Reference-Cited by-同舟云学术

The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict

Published:2020-07-08 Issue:11 Volume:57 Page:1757-1770
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychol Schs

Author:

Kunemund Rachel L.¹^ORCID,Nemer McCullough Shannon²^ORCID,Williams Chelsea D.³^ORCID,Miller Chantelle C.⁴,Sutherland Kevin S.³^ORCID,Conroy Maureen A.⁵^ORCID,Granger Kristen³^ORCID

Affiliation:

1. Department of Curriculum, Instruction, and Special Education University of Virginia Charlottesville Virginia USA

2. National Center for School Mental Health University of Maryland School of Medicine Baltimore Maryland USA

3. Department of Psychology, Counseling, and Special Education Virginia Commonwealth University Richmond Virginia USA

4. Department of Psychology DePaul University Chicago Illinois USA

5. Anita Zucker Center for Excellence in Early Childhood Studies University of Florida Gainesville Florida USA

Funder

U.S. Department of Education

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22419

Reference74 articles.

1. Adult outcomes of childhood dysregulation: A 14‐year follow‐up study;Althoff R. R.;Journal of the American Academy of Child & Adolescent Psychiatry,2010

2. Contributions of teacher–child relationships to positive school adjustment during elementary school

3. Self-efficacy: Toward a unifying theory of behavioral change.

4. Mental health screening of preschool children: Validity and reliability of ABLE.

5. Does it matter if teachers and schools match the student? Racial and ethnic disparities in problem behaviors

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