Focusing on teacher-student interactions eliminates the negative impact of students disruptive behavior on teacher perceptions

International Journal of Behavioral Development

Volumn 39, Issue 5, 2015, Pages 426-431

  Hafen, Christopher A ^a   Ruzek, Erik A ^a   Gregory, Anne ^b   Allen, Joseph P ^a   Mikami, Amori Yee ^c  

^a UNIVERSITY OF VIRGINIA   (United States)

^b RUTGERS UNIVERSITY   (United States)

^c UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

Adolescent development; behavior problems; high school; relationship quality; school environment; secondary school

Indexed keywords

ACADEMIC ACHIEVEMENT; ADULT; ARTICLE; CONTROLLED STUDY; DISRUPTIVE BEHAVIOR; ETHNICITY; FEMALE; HUMAN; HUMAN RELATION; MALE; PERCEPTION; PROFESSIONAL DEVELOPMENT; RACE DIFFERENCE; SOCIAL PARTICIPATION; STUDENT; TASK PERFORMANCE; TEACHER; TEACHER STUDENT INTERACTION; TRAINING; UNITED STATES;

EID: 84939530463     PISSN: 01650254     EISSN: 14640651     Source Type: Journal    
DOI: 10.1177/0165025415579455     Document Type: Article

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