Journal article
Examining teachers' perceptions of K-11 students' 21st century skills and student performance
Psychology in the schools, Vol.56(9), pp.1434-1454
11/01/2019
DOI: 10.1002/pits.22291
Abstract
This study examined the relationship of teachers' ratings of students' 21st century skills (i.e., persistence, curiosity, externalizing and internalizing affect, and cognition) via the Human Behavior Rating Scale: Brief (HBRS: Brief; Eaves & Woods-Groves, 2011) with student performance. Midwestern K-11 teachers (n = 96) rated students (n = 1,689) via the HBRS: Brief and the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997). Students' academic (i.e., standardized tests) and behavioral (i.e., office discipline referrals [ODRs] and absences) performance was compared with HBRS: Brief ratings. Hierarchical linear modeling revealed that teachers' ratings of students' 21st century skills were related to the following: (a) Persistence with SDQ conduct problems, academic performance, and absences; (b) curiosity with SDQ emotional symptoms; (c) externalizing affect with SDQ conduct problems, academic performance, and ODRs; (d) internalizing affect with SDQ emotional symptoms and academic performance, and (e) cognition with academics.
Details
- Title: Subtitle
- Examining teachers' perceptions of K-11 students' 21st century skills and student performance
- Creators
- Suzanne Woods-Groves - Auburn UniversityTaehoon Choi - University of IowaAllison Leigh Bruhn - University of IowaJosephine Fernando - Winona State University
- Resource Type
- Journal article
- Publication Details
- Psychology in the schools, Vol.56(9), pp.1434-1454
- Publisher
- Wiley
- DOI
- 10.1002/pits.22291
- ISSN
- 0033-3085
- eISSN
- 1520-6807
- Number of pages
- 21
- Grant note
- Roy J. Carver Trust
- Language
- English
- Date published
- 11/01/2019
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371097202771
Metrics
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