Open Access. Powered by Scholars. Published by Universities.®
Personality and Social Contexts Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Child Psychology (3)
- Developmental Psychology (2)
- Education (2)
- Student Counseling and Personnel Services (2)
- Arts and Humanities (1)
-
- Cognition and Perception (1)
- Counseling (1)
- Counseling Psychology (1)
- Educational Administration and Supervision (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Methods (1)
- Educational Psychology (1)
- Elementary Education and Teaching (1)
- Elementary and Middle and Secondary Education Administration (1)
- Feminist, Gender, and Sexuality Studies (1)
- Quantitative Psychology (1)
- Teacher Education and Professional Development (1)
- Women's Studies (1)
- Keyword
-
- Temperament (2)
- Attention (1)
- Body image (1)
- Body shame (1)
- Children’s Behavior Questionnaire (1)
-
- Depression (1)
- Early childhood (1)
- Intimate partner violence (1)
- Language skills (1)
- Objectification (1)
- Parent and teacher ratings (1)
- Peer interactions (1)
- Sexual violence (1)
- Shyness (1)
- Structural equation modeling (1)
- Structural equation modelling (1)
- Student–teacher relationships (1)
- Teacher support (1)
- Teacher–child relationships (1)
Articles 1 - 4 of 4
Full-Text Articles in Personality and Social Contexts
Violence Against Women Through The Lens Of Objectification Theory, M. Meghan Davidson, Sarah Gervais
Violence Against Women Through The Lens Of Objectification Theory, M. Meghan Davidson, Sarah Gervais
Department of Educational Psychology: Faculty Publications
The purpose of this research was to examine the effects of violence on body image variables for college women. Undergraduate women participated in an online study assessing sexual violence (SV), intimate partner violence (IPV), self-objectification, body surveillance, and body shame experiences. Findings suggest that both SV and IPV contribute to women’s body shame. In addition, the associations between IPV and body shame appear to be explained through self-objectification processes, but not the associations between SV and body shame. Thus, important differences between IPV and SV regarding self-objectification processes emerged. Theoretical and practical implications, as well as directions for future research, …
Parent Vs. Teacher Ratings Of Children’S Shyness As Predictors Of Language And Attention Skills, Kathleen Moritz Rudasill, Amanda Prokasky, Xiaoqing Tu, Scott R. Frohn, Kate Sirota, Victoria J. Molfese
Parent Vs. Teacher Ratings Of Children’S Shyness As Predictors Of Language And Attention Skills, Kathleen Moritz Rudasill, Amanda Prokasky, Xiaoqing Tu, Scott R. Frohn, Kate Sirota, Victoria J. Molfese
Department of Educational Psychology: Faculty Publications
Shyness in childhood has been linked to multiple adjustment outcomes, including poor peer relations, internalizing problems, and clinical anxiety. However, shyness does not consistently emerge as a negative predictor of children’s success. This incongruity may stem, in part, from variations in the operationalization and measurement of shyness in different studies. Researchers often combine parent and teacher ratings of shyness, but correlations between parent and teacher reports are consistently small to medium. The purpose of this study is to examine parent and teacher ratings of shyness as they predict language and attention skills in preschool children, and explore discrepancies between parent …
Teacher Support Mediates Concurrent And Longitudinal Associations Between Temperament And Mild Depressive Symptoms In Sixth Grade, Kathleen Moritz Rudasill, Patrick Pössel, Stephanie Winkeljohn Black, Kate Niehaus
Teacher Support Mediates Concurrent And Longitudinal Associations Between Temperament And Mild Depressive Symptoms In Sixth Grade, Kathleen Moritz Rudasill, Patrick Pössel, Stephanie Winkeljohn Black, Kate Niehaus
Department of Educational Psychology: Faculty Publications
The combination of changes occurring at the transition to middle school may be a catalyst for the onset of depressive symptoms, yet teacher support at this transition is protective. Research points to certain temperamental traits as risk factors for developing depressive symptoms. This study examines student reports of teacher support and teacher reports of student–teacher relationship (STR) quality as mediators of associations between child temperament (i.e. negative emotionality at age 4½ : and emotional reactivity in elementary grades) and depressive symptoms in sixth grade. Results indicate (a) negative emotionality predicted emotional reactivity and depressive symptoms; (b) emotional reactivity predicted depressive …
Temperament In Early Childhood And Peer Interactions In Third Grade: The Role Of Teacher–Child Relationships In Early Elementary Grades, Kathleen Moritz Rudasill, Kate Niehaus, Eric S. Buhs, Jamie M. White
Temperament In Early Childhood And Peer Interactions In Third Grade: The Role Of Teacher–Child Relationships In Early Elementary Grades, Kathleen Moritz Rudasill, Kate Niehaus, Eric S. Buhs, Jamie M. White
Department of Educational Psychology: Faculty Publications
Children’s interactions with peers in early childhood have been consistently linked to their academic and social outcomes. Although both child and classroom characteristics have been implicated as contributors to children’s success, there has been scant research linking child temperament, teacher–child relationship quality, and peer interactions in the same study. The purpose of this study is to examine children’s early temperament, rated at preschool age, as a predictor of interactions with peers (i.e., aggression, relational aggression, victimization, and prosociality) in third grade while considering teacher–child relationship quality in kindergarten through second grades as a moderator and mediator of this association. The …