Literaturnachweis - Detailanzeige
Autor/inn/en | Woods-Groves, Suzanne; Choi, Taehoon; Bruhn, Allison Leigh; Fernando, Josephine |
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Titel | Examining Teachers' Perceptions of K-11 Students' 21st Century Skills and Student Performance |
Quelle | In: Psychology in the Schools, 56 (2019) 9, S.1434-1454 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0033-3085 |
DOI | 10.1002/pits.22291 |
Schlagwörter | Correlation; Teacher Attitudes; 21st Century Skills; Academic Achievement; Kindergarten; Elementary School Teachers; Secondary School Teachers; Comparative Analysis; Behavior Problems; Child Behavior; Questionnaires; Screening Tests; Symptoms (Individual Disorders); Schemata (Cognition); Elementary School Students; Secondary School Students; Attendance; Academic Persistence; Emotional Disturbances; Psychological Patterns; Strengths and Difficulties Questionnaire |
Abstract | This study examined the relationship of teachers' ratings of students' 21st century skills (i.e., persistence, curiosity, externalizing and internalizing affect, and cognition) via the Human Behavior Rating Scale: Brief (HBRS: Brief; Eaves & Woods-Groves, 2011) with student performance. Midwestern K-11 teachers (n = 96) rated students (n = 1,689) via the HBRS: Brief and the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997). Students' academic (i.e., standardized tests) and behavioral (i.e., office discipline referrals [ODRs] and absences) performance was compared with HBRS: Brief ratings. Hierarchical linear modeling revealed that teachers' ratings of students' 21st century skills were related to the following: (a) Persistence with SDQ conduct problems, academic performance, and absences; (b) curiosity with SDQ emotional symptoms; (c) externalizing affect with SDQ conduct problems, academic performance, and ODRs; (d) internalizing affect with SDQ emotional symptoms and academic performance, and (e) cognition with academics. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |