Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

volgende artikel Cyberpesten bij jongeren

Tip

Swipe om te navigeren naar een ander artikel

14-12-2017 | Artikelen | Uitgave 1/2018

Omgaan met verschillende soorten gedrag in de klas

De rol van self-efficacy van de leerkracht

Tijdschrift:: Kind en adolescent > Uitgave 1/2018

Auteurs:: dr. Marjolein Zee, prof. dr. Peter F. de Jong, dr. Helma M. Y. Koomen

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

Dit artikel is een Nederlandstalige bewerking van Zee, M., Jong, P. F. de, & Koomen, H. M. Y. (2016). Teachers’ self-efficacy in relation to individual students with a variety of social-emotional behaviors: a multilevel investigation. Journal of Educational Psychology, 108, 1013–1027. https://doi.org/10.1037/edu0000106

Samenvatting

Deze studie onderzocht de self-efficacy van basisschoolleerkrachten (LSE) binnen verschillende domeinen van lesgeven en in relatie tot individuele leerlingen met verschillende soorten gedrag. Deelnemers waren 526 leerlingen en 69 leerkrachten uit groep 5 tot en met 8 van het basisonderwijs. Zowel LSE als leerlinggedrag werd gerapporteerd door leerkrachten. Multilevelanalyse werd gehanteerd om de voorspellende rol van externaliserend, internaliserend en prosociaal leerlinggedrag voor de mate van LSE binnen verschillende domeinen (instructiestrategieën, gedragsmanagement, leerlingbetrokkenheid en emotionele ondersteuning) te onderzoeken. Resultaten toonden aan dat de meeste variantie in LSE optrad binnen leerkrachten. Externaliserend leerlinggedrag was negatief gerelateerd aan LSE voor instructiestrategieën, gedragsmanagement, leerlingbetrokkenheid en emotionele ondersteuning. Daarnaast rapporteerden leerkrachten meer self-efficacy in deze domeinen in relatie tot leerlingen met prosociaal gedrag. Internaliserend leerlinggedrag voorspelde een lagere mate van LSE voor instructie en emotionele ondersteuning en een hogere mate van LSE voor gedragsmanagement. Deze bevindingen onderstrepen het belang van het onderzoeken van LSE vanuit een dyadisch perspectief.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

BSL Academy mbo Verzorging en Verpleegkunde

Meer informatie

Kind en Adolescent

In Kind en Adolescent vindt u actuele Nederlandstalige wetenschappelijke publicaties die relevant zijn voor de pedagogische, psychiatrische of psychologische praktijk rondom kinderen en jeugdigen. Ontwikkeling, opvoeding en hulpverlening worden vanuit verschillende invalshoeken belicht.

Meer informatie

Arbeau, K. A., & Coplan, R. J. (2007). Kindergarten teachers’ beliefs and responses to hypothetical prosocial, asocial, and antisocial children. Merrill-Palmer Quarterly, 53, 291–318. https://doi.org/10.1353/mpq.2007.0007. CrossRef

Arbeau, K. A., Coplan, R. J., & Weeks, M. (2010). Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1. International Journal of Behavioral Development, 34, 259–269. https://doi.org/10.1177/0165025409350959. CrossRef

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239–253. https://doi.org/10.1016/S0742-051X(99)00057-8. CrossRef

Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821–832. https://doi.org/10.1037/0022-0663.95.4.821. CrossRef

Cheah, C., & Rubin, K. (2004). European American and Mainland Chinese mothers’ responses to aggression and social withdrawal in preschoolers. International Journal of Behavioral Development, 28, 83–94. CrossRef

Coolahan, K. C., Fantuzzo, J., Mendez, J. L., & McDermott, P. A. (2000). Preschool peer interactions and readiness to learn: relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92, 458–465. https://doi.org/10.1037/0022-0663.92.3.458. CrossRef

Coplan, R. J. (2000). Assessing nonsocial play in early childhood: conceptual and methodological approaches. In K. Gitlin-Weiner & A. Sandgrund (red.), Play diagnosis and assessment (2e druk. pag. 563–598). New York: Wiley.

Doumen, S., Verschueren, K., & Buyse, E. (2009). Children’s aggressive behaviour and teacher-child conflict in kindergarten: is teacher perceived control over child behaviour a mediating variable. British Journal of Educational Psychology, 79, 663–675. https://doi.org/10.1348/000709909X453149. CrossRefPubMed

Dunfield, K. A., & Kuhlmeier, V. A. (2013). Classifying prosocial behavior: children’s responses to instrumental need, emotional distress, and material desire. Child Development, 84, 1766–1776. https://doi.org/10.1111/cdev.12075. CrossRefPubMed

Gazelle, H., & Ladd, G. W. (2003). Anxious solitude and peer exclusion: a diathesis-stress model of internalizing trajectories in childhood. Child development, 74, 257–278. https://doi.org/10.1111/1467-8624.00534. CrossRefPubMed

Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. E. (2004). Collective efficacy beliefs: theoretical developments, empirical evidence, and future directions. Educational Researcher, 33, 3–13. CrossRef

Goodman, A., Lamping, D., & Ploubidis, G. B. (2010). When to use broader internalising and externalising subscales instead of the hypothesised five subscales on the Strengths and Difficulties Questionnaire (SDQ): data from British parents, teachers and children. Journal of Abnormal Child Psychology, 38, 1179–1199. https://doi.org/10.1007/s10802-010-9434-x. CrossRefPubMed

Gresham, F. M., & Kern, L. (2004). Internalizing behavior problems in children and adolescents. In R. Rutherford, M. Quinn & S. Mathur (red.), Handbook of research in behavior disorders (pag. 262–281). New York: Guilford.

Jennings, P. A., & Greenberg, M. T. (2008). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525. https://doi.org/10.3102/0034654308325. CrossRef

Keiley, M. K., Lofthouse, N., Bates, J. E., Dodge, K. A., & Pettit, G. S. (2003). Differential risks of covarying and pure components in mother and teacher reports of externalizing and internalizing behavior across ages 5 to 14. Journal of Abnormal Child Psychology, 31, 267–283. https://doi.org/10.1023/A:1023277413027. CrossRefPubMedPubMedCentral

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741–756. https://doi.org/10.1037/a0019237. CrossRef

Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 67–76. https://doi.org/10.1016/j.cedpsych.2008.08.001. CrossRef

Kokkinos, C. M., & Kargiotidis, A. (2016). Rating students’ problem behaviour: the role of teachers’ individual characteristics. Educational Psychology, 36(8), 1516. https://doi.org/10.1080/01443410.2014.993929. CrossRef

Kokkinos, C. M., Panayiotou, G., & Davazoglou, A. M. (2005). Teacher appraisals of student behaviors. Psychology in the Schools, 42, 79–89. https://doi.org/10.1002/pits.20031. CrossRef

Kyriacou, C. (2001). Teacher stress: directions for future research. Educational Review, 53, 27–35. https://doi.org/10.1080/00131910120033628. CrossRef

Lambert, R. G., McCarthy, C., O’Donnell, M., & Wang, C. (2009). Measuring elementary teacher stress and coping in the classroom: validity evidence for the classroom appraisal of resources and demands. Psychology in the Schools, 10, 973–988. https://doi.org/10.1002/pits.20438. CrossRef

Leeuwen, K. van, Meerschaert, T., Bosmans, G., Medts, L. de, & Braet, C. (2006). The strengths and difficulties questionnaire in a community sample of young children in Flanders. European Journal of Psychological Assessment, 22, 189–197. CrossRef

Liljequist, L., & Renk, K. (2007). The relationships among teachers’ perceptions of student behaviour, teachers’ characteristics, and ratings of students’ emotional and behavioural problems. Educational Psychology, 27, 557–571. https://doi.org/10.1080/01443410601159944. CrossRef

Maassen, G. H., & Bakker, A. B. (2001). Suppressor variables in path models: definitions and interpretations. Sociological Methods & Research, 30, 241–270. https://doi.org/10.1177/0049124101030002004. CrossRef

Malecki, C. K., & Elliott, S. N. (2002). Children’s social behaviors as predictors of academic achievement: a longitudinal analysis. School Psychology Quarterly, 17, 1–23. https://doi.org/10.1521/scpq.17.1.1.19902. CrossRef

Maschke, B. (2010). Pedagogisch-didactische behoeften van leerlingen met ADHD. Ongepubliceerde masterthese. Universiteit van Amsterdam, Amsterdam.

Muthén, L. K., & Muthén, B. O. (2012). Mplus user’s guide (6e druk.). Los Angeles: Muthén & Muthén.

Olson, J., & Cooper, P. (2001). Dealing with disruptive children in the classroom. London: Routledge.

Pianta, R. C. (1999). Assessing child-teacher relationships. In R. C. Pianta, Enhancing relationships between children and teachers (pp. 85–104). Washington, DC: American Psychological Association. CrossRef

Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: applications and data analysis methods. Newbury Park: SAGE.

Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150–167. CrossRef

Roehrig, A. D., Pressley, M., & Talotta, D. (2002). Stories of beginning teachers: first year challenges and beyond. Notre Dame: University of Notre Dame Press.

Roorda, D. L., Koomen, H. M., Spilt, J. L., Thijs, J. T., & Oort, F. J. (2013). Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors. Journal of School Psychology, 51, 143–158. https://doi.org/10.1016/j.jsp.2012.12.001. CrossRefPubMed

Roorda, D. L., Verschueren, K., Vancraeyveldt, C., Van Craeyevelt, S., & Colpin, H. (2014). Teacher–child relationships and behavioral adjustment: transactional links for preschool boys at risk. Journal of School Psychology, 52, 495–510. https://doi.org/10.1016/j.jsp.2014.06.004. CrossRefPubMed

Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12, 385–400. CrossRef

Rubin, K. H., & Coplan, R. J. (2004). Paying attention to and not neglecting social withdrawal and social isolation. Merrill-Palmer Quarterly, 50, 506–534. CrossRef

Rudasill, K. M., & Rimm-Kaufman, S. E. (2009). Teacher–child relationship quality: the roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24, 107–120. https://doi.org/10.1016/j.ecresq.2008.12.003. CrossRef

Smeets, E., Ledoux, G., Blok, H., Felix, C., Heurter, A., Kuijk, J. van, & Vergeer, M. (2013). Op de drempel van passend onderwijs: beleid en aanbod rond specifieke onderwijsbehoeften in zes samenwerkingsverbanden. Nijmegen: ITS.

Smeets, E., Ledoux, G., Regtvoort, A., Felix, C., & Mol Lous, A. (2015). Passende competenties voor passend onderwijs: onderzoek naar competenties in het basisonderwijs. Nijmegen: ITS.

Spilt, J. L., & Koomen, H. M. Y. (2009). Widening the view on teacher-child relationships: teachers’ narratives concerning disruptive versus nondisruptive children. School Psychology Review, 38, 86–101.

Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: the importance of teacher-student relationships. Educational Psychology Review, 23, 457–477. https://doi.org/10.1007/s10648-011-9170-y. CrossRef

Spilt, J. L., Koomen, H. M., Thijs, J. T., & Leij, A. van der (2012). Supporting teachers’ relationships with disruptive children: the potential of relationship-focused reflection. Attachment & Human Development, 14, 305–318. https://doi.org/10.1080/14616734.2012.672286. CrossRef

Stipek, D., & Miles, S. (2008). Effects of aggression on achievement: does conflict with the teacher make it worse? Child Development, 79, 1721–1735. https://doi.org/10.1111/j.1467-8624.2008.01221.x. CrossRefPubMed

Sutherland, K. S., & Oswald, D. P. (2005). The relationship between teacher and student behavior in classrooms for students with emotional and behavioral disorders: transactional processes. Journal of Child and Family Studies, 14, 1–14. https://doi.org/10.1007/s10826-005-1106-z. CrossRef

Tschannen-Moran, M., & Hoy, W. A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1. CrossRef

Tschannen-Moran, M., & Hoy, W. A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956. https://doi.org/10.1016/j.tate.2006.05.003. CrossRef

Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30, 173–189. https://doi.org/10.1080/01443410903494460. CrossRef

Widenfelt, B. M. van, Goedhart, A. W., Treffers, P. D. A., & Goodman, R. (2003). Dutch version of the Strengths and Difficulties Questionnaire (SDQ). European Child & Adolescent Psychiatry, 12, 281–289. CrossRef

Zee, M. & Koomen, H. M. Y. (2015, March). Student-specific teacher self-efficacy: investigating the factorial, convergent, and concurrent validity of a new instrument. Poster presented at the biennial meeting of SRCD, Philadelphia, PA.

Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86, 981–1015. https://doi.org/10.3102/0034654315626801. CrossRef

Zee, M., Jong, P. F. de, & Koomen, H. M. Y. (2016a). Teachers’ self-efficacy in relation to individual students with a variety of social-emotional behaviors: A multilevel investigation. Journal of Educational Psychology, 108, 1013–1027. https://doi.org/10.1037/edu0000106. CrossRef

Zee, M., Koomen, H. M. Y., Jellesma, F. C., Geerlings, J., & Jong, P. F. de (2016b). Inter-and intra-individual differences in teachers’ self-efficacy: a multilevel factor exploration. Journal of School Psychology, 55, 39–56. https://doi.org/10.1016/j.jsp.2015.12.003. CrossRefPubMed

Titel: Omgaan met verschillende soorten gedrag in de klas
De rol van self-efficacy van de leerkracht
Auteurs:: dr. Marjolein Zee
prof. dr. Peter F. de Jong
dr. Helma M. Y. Koomen
Publicatiedatum: 14-12-2017
DOI: https://doi.org/10.1007/s12453-017-0162-7
Uitgeverij: Bohn Stafleu van Loghum
Tijdschrift: Kind en adolescent
Uitgave 1/2018
Print ISSN: 0167-2436
Elektronisch ISSN: 1876-5998

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Samenvatting

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

BSL Academy mbo Verzorging en Verpleegkunde

Kind en Adolescent

Andere artikelen Uitgave 1/2018

Vreeswijk, M. van, & Broersen, J. (2017). Kortdurende schematherapie

In memoriam Rolf Loeber (1942–2017)

Cyberpesten bij jongeren

Zet de buitenles niet buitenspel!

Effecten van Alles Kidzzz in de dagelijkse praktijk