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Measures of teacher practices and teacher ratings of student symptomatology on observed student academic engagement
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LaRose, Alicia J.. Measures of teacher practices and teacher ratings of student symptomatology on observed student academic engagement. Retrieved from https://doi.org/doi:10.7282/t3-p8ja-3q51

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TitleMeasures of teacher practices and teacher ratings of student symptomatology on observed student academic engagement
NameLaRose, Alicia J. (author); Reddy, Linda (chair); Lekwa, Adam (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2022
Other Date2021-08 (degree)
SubjectPsychobiology, Behavior disorders in children, Psychological tests for children
Extent52 pages : illustrations
DescriptionThe current investigation examined whether teacher ratings of student symptomatology as measured by the Behavioral Assessment System for Children-Third Edition (BASC-3) and quality of teacher practices, as measured by the Classroom Strategies Assessment System (CSAS) predict direct observation of students’ academic engagement as measured by the Behavioral Observation of Students in Schools (BOSS) in elementary school classrooms. Participants included 98 classroom teachers and 262 students with or at risk for Externalizing Behavior Disorders (EBDs) from 18 elementary schools. Correlational analyses found teacher ratings of student symptomatology were significantly related to academic engagement behavior (r = -.28, p < .01) and teachers’ use of behavior management practices were significantly related to student academic engagement behavior (r = -.17, p < .01). A series of multilevel models were carried out to examine the predictiveness of student symptomatology and the quality of classroom practices on student academic engagement behaviors. Multilevel results revealed students with more symptomatology were predictive of lower student academic engagement behaviors whereas observed teacher practices were not predictive of student academic engagement behaviors. The interaction between student symptomatology and teacher practices predicted total student engagement. Study limitations and implications of findings for bridging research and practice are presented.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-p8ja-3q51
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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