Teachers' Conflict Management Styles: The Role of Attachment Styles and Classroom Management Efficacy.

By Britta K. Morris-Rothschild, Marla R. Brassard. 2006

183 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6834a0352b7e3d8a39f29db2a98b9eea78d74c84

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Longitudinal relations between teaching-related motivations and student-reported teaching quality (2017, background): “…associations between aspects of teacher motivation and teaching characteristics such as autonomy support or monitoring (e.g., Hein et al., 2012; Kunter et al., 2008; Morris-Rothschild & Brassard, 2006; Pelletier, S eguin-L evesque, & Legault, 2002; Roth, Assor, Kanat-Maymon, & Kaplan, 2007).”
A Review of Literature on Teacher Efficacy and Classroom Management. (2012, background): “However, among the research that exists, some researchers support theories that imply that personal teaching efficacy has an effect on the behavior of teachers, as well as on beliefs and outcomes (Morris-Rothschild & Brassard, 2006).”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “…behaviors that increase students’ confidence, and adopt proactive approaches to managing student-teacher conflict (Andreou & Rapti, 2010; Hoy & Woolfolk, 1990; Martin & Sass, 2010; Morris-Rothschild & Brassard, 2006; Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011; Wertheim & Leyser, 2002).”
Motivational Interventions That Work: Themes and Remaining Issues (2007, background): “…depression has been related to the sensitivity and responsiveness of preschool teachers (Hamre & Pianta, 2001), and a secure attachment style has been related to positive as opposed to conflictual interactions of elementary school teachers with their students (Morris-Rothschild & Brassard, 2006).”
Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “Clinical experience and scientific research suggest that teachers with a history of avoidant attachment are more inclined to dismiss or neutralize emotional aspects in their interactions with students (Morris-Rothschild and Brassard 2006; Pianta 1999b).”
Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors (2010, background): “Mantzicopoulos, 2005 ) and in more cooperative styles of managing conflict ( Morris-Rothschild & Brassard, 2006 ).”