Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Kristen A. Archbell"'
Autor:
Kristen A. Archbell, Robert J. Coplan
Publikováno v:
Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement.
Autor:
Kristen A. Archbell, Robert J. Coplan
Publikováno v:
Journal of Emotional and Behavioral Disorders. 30:273-286
Social anxiety is related to a host of negative student outcomes in the educational context, including physical symptoms of anxiety, reduced cognitive functioning, and poor academic performance. Despite the prevalence of social anxiety, little is kno
Publikováno v:
International Sport Coaching Journal. 8:328-337
The goal of this study was to explore coaches’ beliefs about the role of child and adolescent shyness in team sports. Participants were (N = 496) coaches of children and adolescents from team sport organizations across Canada. Coaches responded to
Publikováno v:
Journal of Early Childhood Research. 18:189-199
The purpose of this study was to describe the daily activities of Canadian children outside of school. Participants were parents of N = 189 children (90 boys, 99 girls) in grades 1 to 3. The What Your Child Did Today parental telephone interview prot
Autor:
Laura L. Ooi, Kristen A. Archbell, Will E. Hipson, Robert J. Coplan, Danielle Baldwin, Julie C. Bowker
Publikováno v:
Personality and Individual Differences. 148:17-26
Aloneliness is conceptualized as the negative feelings that arise from the perception that one is not spending enough time alone. We developed and validated an assessment of aloneliness and explored its role in the links between motivations for solit
Publikováno v:
Teaching and Teacher Education. 71:366-375
This study examined Chinese kindergarten pre-service teachers' beliefs about hypothetical children's problematic behaviors with peers. Pre-service teachers responded to depictions of children displaying social withdrawal (shyness and unsociability) a
Publikováno v:
Early Childhood Research Quarterly. 36:122-132
This study examined Chinese kindergarten teachers’ beliefs about children’s classroom social behaviors. Participants were N = 672 kindergarten teachers in Shanghai, China. Teachers viewed hypothetical vignettes depicting kindergarten children (i.
Publikováno v:
Early Childhood Research Quarterly. 30:117-127
The goal of the present study was to examine preschool teachers’ attitudes, beliefs, and emotional reactions in response to vignettes depicting a range of children's peer group behaviors. Participants were N = 405 female preschool teachers, aged 20