Classroom Learning Environments and the Mental Health of First Grade Children

Autor/inn/en	Milkie, Melissa A.; Warner, Catharine H.
Titel	Classroom Learning Environments and the Mental Health of First Grade Children
Quelle	In: Journal of Health and Social Behavior, 52 (2011) 1, S.4-22 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1465
DOI	10.1177/0022146510394952
Schlagwörter	Behavior Problems; Mental Health; Academic Standards; Social Structure; Grade 1; Classroom Environment; Elementary School Students; Personality Traits; Emotional Response; Interviews; Parents; Teachers; Student Behavior; Peer Influence; Racial Differences; Ethnicity; Socioeconomic Status; Teacher Characteristics; Institutional Characteristics; African Americans; Hispanic Americans; Whites; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Psychohygiene; Sozialstruktur; School year 01; 1. Schuljahr; Schuljahr 01; Klassenklima; Unterrichtsklima; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Emotionales Verhalten; Interviewing; Interviewtechnik; Eltern; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Afroamerikaner; Hispanic; Hispanoamerikaner; White; Weißer
Abstract	Sociological research focuses on how poverty, family, and neighborhood dynamics shape children's problems, but knowledge about how school is related to children's mental health is underdeveloped, despite its central presence in children's lives. Using a social structure and personality-stress contagion perspective, the authors use a nationally representative sample of first graders (N = 10,700) to assess how the classroom learning environment affects children's emotional and behavior problems. Children in more negative environments--such as classrooms with fewer material resources and whose teachers receive less respect from colleagues--have more learning, externalizing, interpersonal, and internalizing problems. Moreover, children in classrooms with low academic standards, excessive administrative paperwork, rowdy behavior, and low skill level of peers have more problems across one or more outcomes. Some school effects vary across race and ethnicity. (Contains 2 figures, 5 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10