TY - JOUR
T1 - Teacher-student ratings of social, emotional, behavioural needs among high school freshmen students
AU - Tan, Kevin
AU - White, Jenna
AU - Shin, Oejin
AU - Kim, Shongha
AU - Hoang Le, Minh Dung
N1 - Funding Information:
This work was supported by the University of Illinois Campus Research Board [#RB17057]; Spencer Foundation [#201800085]. The authors would like to thank the University of Illinois at Urbana Champaign Interdisciplinary Health Sciences Institute Biostatistics, Epidemiology, and Research Design (BERD) core members for consulting and conducting the analyses for this paper: Jesus Sarol, Jr., Fatima Ahmed, and Amandeep Kaur. The authors would also like to thank the following research assistants who assisted with this project: Caitlin Yore, Sheryl Coyle, Alexus Hasler, Gaurav Sinha, Alexis Gatses, Wang Yang, Jenna Mathews, Paisley Steward, Katie Fairbanks, and Lisa Whitecotten.
Publisher Copyright:
© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - Students’ social, emotional, and behavioural (SEB) needs are associated with their academics and school behaviours, and teachers are in proximal roles to address students’ needs. However, it is unclear how teacher-student understanding of SEB needs relate to students’ academic achievement and behaviours. Based on 264 ninth-grade student-teacher dyads from one American semi-urban high school, teacher-student levels of SEB agreement were assessed and compared with students’ grade point averages, school attendance, and number of disciplinary referrals. Findings indicate that the degree of common agreement about SEB needs ranges from 48% (engagement) to 87% (bullying). Further, teacher-student agreement about externalising and bullying behaviours relates to students’ GPA and attendance. Agreement about an array of social skills also predicts students’ office disciplinary referrals. Understanding the level of agreement between teachers and students is critical in informing teacher professional development and SEB-related classroom instruction.
AB - Students’ social, emotional, and behavioural (SEB) needs are associated with their academics and school behaviours, and teachers are in proximal roles to address students’ needs. However, it is unclear how teacher-student understanding of SEB needs relate to students’ academic achievement and behaviours. Based on 264 ninth-grade student-teacher dyads from one American semi-urban high school, teacher-student levels of SEB agreement were assessed and compared with students’ grade point averages, school attendance, and number of disciplinary referrals. Findings indicate that the degree of common agreement about SEB needs ranges from 48% (engagement) to 87% (bullying). Further, teacher-student agreement about externalising and bullying behaviours relates to students’ GPA and attendance. Agreement about an array of social skills also predicts students’ office disciplinary referrals. Understanding the level of agreement between teachers and students is critical in informing teacher professional development and SEB-related classroom instruction.
KW - high school students
KW - high school teachers
KW - Informant agreement
KW - social emotional behavioural needs
KW - transition into high school
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U2 - 10.1080/03055698.2020.1762544
DO - 10.1080/03055698.2020.1762544
M3 - Article
AN - SCOPUS:85085298899
SN - 0305-5698
VL - 48
SP - 378
EP - 396
JO - Educational Studies
JF - Educational Studies
IS - 3
ER -