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Associations between Middle Schoolers' Adjustment and Perceptions of Their Teachers' Social-Emotional Practices.

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Title: Associations between Middle Schoolers' Adjustment and Perceptions of Their Teachers' Social-Emotional Practices.
Authors: Brass, Nicole R. (AUTHOR), Bergin, Christi (AUTHOR), Slaten, Christopher (AUTHOR), Milarsky, Tracey (AUTHOR), Mirielli, Lindsey (AUTHOR), Imler, Madison (AUTHOR), Rose, Chad (AUTHOR), Prewett, Sara (AUTHOR)
Source: Journal of Experimental Education. 2025, Vol. 93 Issue 4, p738-759. 22p.
Subjects: Student engagement, Teacher-student relationships, Social emotional learning, Gender differences (Sociology), Psychotherapy, Middle schools, Prosocial behavior, Classroom dynamics
Abstract: Middle school students' prosocial behavior, classroom engagement, and sense of belonging tend to decline across the school year. This study addressed whether these declines are associated with students' perceptions of their relationship with their teacher and the extent to which their teacher promoted respect among classmates. Self-report surveys were gathered in fall and spring from middle school students (N = 351) in low-income, rural communities. Results indicated within-year declines for boys in prosocial behavior, affective engagement, belonging, student-teacher relationships, and teacher promotion of classroom respect; there were smaller to no effects for girls. However, when students perceived improvements in their teacher's social-emotional practices over the school year, they reported increased prosocial behavior, engagement and belonging at the end of the school year. Results were stronger for boys. These results suggest that students' perceptions of their teachers' social-emotional practices can have important implications for their engagement and social development across the school year, especially among boys. Suggestions for classroom-based interventions are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Associations between Middle Schoolers' Adjustment and Perceptions of Their Teachers' Social-Emotional Practices.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2025, Vol. 93 Issue 4, p738-759. 22p.
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  Data: <searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Social+emotional+learning%22">Social emotional learning</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+%28Sociology%29%22">Gender differences (Sociology)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychotherapy%22">Psychotherapy</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink><br /><searchLink fieldCode="DE" term="%22Prosocial+behavior%22">Prosocial behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+dynamics%22">Classroom dynamics</searchLink>
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  Data: Middle school students' prosocial behavior, classroom engagement, and sense of belonging tend to decline across the school year. This study addressed whether these declines are associated with students' perceptions of their relationship with their teacher and the extent to which their teacher promoted respect among classmates. Self-report surveys were gathered in fall and spring from middle school students (N = 351) in low-income, rural communities. Results indicated within-year declines for boys in prosocial behavior, affective engagement, belonging, student-teacher relationships, and teacher promotion of classroom respect; there were smaller to no effects for girls. However, when students perceived improvements in their teacher's social-emotional practices over the school year, they reported increased prosocial behavior, engagement and belonging at the end of the school year. Results were stronger for boys. These results suggest that students' perceptions of their teachers' social-emotional practices can have important implications for their engagement and social development across the school year, especially among boys. Suggestions for classroom-based interventions are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220973.2024.2329091
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        Type: general
      – SubjectFull: Teacher-student relationships
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      – SubjectFull: Social emotional learning
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      – SubjectFull: Psychotherapy
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      – SubjectFull: Middle schools
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              Text: 2025
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