Cognitive, Emotional and Behavioural Responses to Students with Emotional and Behavioural Difficulties: A model of decision-making

By M. Poulou, B. Norwich. 2002

147 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d98b4f9459528cc0b4346126ba3eaed73f9f80d7

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders (2009, background): “In regard to students with EBD, the extent to which teachers have positive or negative expectations about their behavior combined with their sense of ability to effectively teach these students influences how they teach and how they interact with students with EBD (Poulou & Norwich, 2002).”
Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions (2007, background): “…when they made errors (Ashton & Webb, 1986), less inclined to refer a difficult student to special education (Meijer & Foster, 1988; Podell & Soodak, 1993; Soodak & Podell, 1994), and more willing to support and cope with students’ emotional and behavioural difficulties (Poulou & Norwich, 2002).”
Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness (2015, background): “…errors (Ashton & Webb, 1986; Tsouloupas, Carson, & Matthews, 2014), less inclined to refer a difficult student to special education (Meijer & Foster, 1988; Podell & Soodak, 1993), and more willing to support and cope with students’ emotional and behavioral difficulties (Poulou & Norwich, 2002).”
An investigation of factors impacting on mainstream teachers’ beliefs about teaching students with learning difficulties (2009, background): “…it to be linked to outcomes such as teacher beliefs, teacher behaviour, and teacher willingness to provide additional support to learners experiencing difficulties in the classroom (Ghaith & Yaghi, 1997; Harrison, Moore, & Ryan, 1996; Poulou, 2007; Poulou & Norwich, 2002; Soodak & Podell, 1994).”
Undergraduate Engineering Students’ Beliefs, Coping Strategies, and Academic Performance: An Evaluation of Theoretical Models (2012, background): “Therefore, self-efficacy can be seen as having common elements with Weiner’s (1996) attribution theorycontrollability dimension (Eccles & Wigfield, 1985; Poulou & Norwich, 2002).”