Students' Perceptions of Class Management and Reports of Their Own Misbehavior.

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A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens (2010, background): “, 1998), and fewer behavioral problems (Arnold, McWilliams, & Arnold, 1998; Bru et al., 2002).”
School factors associated with school refusal- and truancy-related reasons for school non-attendance (2015, methodology): “The various dimensions of classroom management have been found to be relatively strongly correlated with each other (Bru et al. 2002).”
Bullying in school and adolescent sense of empowerment: an analysis of relationships with parents, friends, and teachers (2008, background): “Bru et al. (2002), for example, found that students self-reported the most positive behaviours in environments where they had influence on the environment and received emotional support from the teacher.”
Students' Perceptions of Teacher Support Across the Transition from Primary to Secondary School (2010, methodology): “In line with previous studies of the dimensionality of perceived teacher support (Bru, Boyesen, Munthe, & Roland, 1998; Bru et al., 2002) perceptions of academic, emotional, autonomy, and managerial support will be included.”
Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “There is also some evidence that effective classroom management is associated with fewer behavioural problems (Bru et al., 2002) and greater social competence (e.”