Kindergarten Teachers' Beliefs and Responses to Hypothetical Prosocial, Asocial, and Antisocial Children

By Kimberley A. Arbeau, Robert J. Coplan. 2007

132 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f047aff23300aef468321f35c51d4d2997c3b236

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Preschool teachers' attitudes, beliefs, and emotional reactions to young children's peer group behaviors (2015, background): “In response to a series of hypothetical vignettes depicting different classroom social behaviors, Arbeau and Coplan (2007) found that kindergarten teachers reported the least tolerance for physical aggression, and anticipated substantively negative social and academic implications for the…”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “…who display relatively high levels of prosocial behavior, teachers have repeatedly been shown to spend less time with prosocial students, and regularly fail to give them credit for their positive behavior, especially when they get older (e.g., Arbeau & Coplan, 2007; Nesdale & Pickering, 2006).”
Unsociability in Middle Childhood: Conceptualization, Assessment, and Associations with Socioemotional Functioning (2010, unknown): “…be equally at risk for maladaptive outcomes, whereas more moderately shy behaviors might be more likely to evoke societal-based gender-stereotyped responses that may make shyness a greater risk factor for boys (Arbeau & Coplan, 2007; Coplan, Closson, et al., 2007; Stevenson-Hinde & Glover, 1996).”
The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children (2010, background): “Specifically, teachers respond to aggressive children in a more assertive way and monitor their behaviors more closely, because children’s aggressive behavior tends to have a negative impact on the classroom environment (Arbeau and Coplan 2007).”
Social Withdrawal in Childhood (2009, unknown): “Results from recent research indicate that parents (Coplan et al., 2004), teachers (Arbeau & Coplan, 2007; Thijs et al., 2004) and even young children (Coplan, Girardi, Findlay, & Frohlick, 2007) distinguish between social disinterest and other forms of social withdrawal (e.g., shyness).”
The Stresses of a “Brave New World”: Shyness and School Adjustment in Kindergarten (2008, background): “It may be that teachers are becoming more sensitized to the potential difficulties of shy children, due to the increased research and media attention paid to these children in recent years (Arbeau & Coplan, 2007a).”
Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, background): “For example, Arbeau and Coplan (2007) reported that kindergarten teachers were just as likely to predict that shy children would be at risk for future social difficulties as aggressive children, suggesting that teachers do perceive shyness as a serious behavior problem in early childhood classrooms.”
A “Multitude” of Solitude: A Closer Look at Social Withdrawal and Nonsocial Play in Early Childhood (2007, background): “There is increasing evidence that parents (Coplan, Prakash, et al., 2004), teachers (Arbeau & Coplan, 2007; Thijs, Koomen, de Jong, van der Leij, & van Leeuwen, 2004), and even young children (Coplan, Girardi, Findlay, & Frohlick, 2007) distinguish and discriminate between social disinterest and…”