Child‐related attributions of hostile intent and harsh discipline: Moderating effects of anger

Joel S. Milner; Michael F. Wagner; Julie L. Crouch; Randy J. McCarthy

doi:10.1002/ab.21855

Child‐related attributions of hostile intent and harsh discipline: Moderating effects of anger

Aggressive Behavior ◽

10.1002/ab.21855 ◽

2019 ◽

Vol 45 (6) ◽

pp. 610-621

Author(s):

Joel S. Milner ◽

Michael F. Wagner ◽

Julie L. Crouch ◽

Randy J. McCarthy

Keyword(s):

Moderating Effects ◽

Harsh Discipline ◽

Hostile Intent

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Harsh discipline and behavior problems: The moderating effects of cortisol and alpha-amylase

Biological Psychology ◽

10.1016/j.biopsycho.2014.11.005 ◽

2015 ◽

Vol 104 ◽

pp. 19-27 ◽

Cited By ~ 14

Author(s):

Frances R. Chen ◽

Adrian Raine ◽

Anna S. Rudo-Hutt ◽

Andrea L. Glenn ◽

Liana Soyfer ◽

...

Keyword(s):

Behavior Problems ◽

Alpha Amylase ◽

Moderating Effects ◽

Harsh Discipline ◽

And Behavior

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The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000112 ◽

2013 ◽

Vol 27 (4) ◽

pp. 283-293 ◽

Cited By ~ 7

Author(s):

Lars Behrmann ◽

Elmar Souvignier

Keyword(s):

Reading Comprehension ◽

Classroom Management ◽

Reading Program ◽

Multilevel Analyses ◽

Moderating Effects ◽

Management Skills ◽

Judgment Accuracy ◽

Achievement Gains ◽

Instructional Activities ◽

Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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