CHECK, CONNECT, AND EXPECT IN A SELF-CONTAINED SETTING FOR ELEMENTARY STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS by Sara McDaniel Check, Connect, Expect (CCE) is a secondary tier behavioral intervention for at-risk students who require targeted behavioral support in addition to schoolwide positive behavioral interventions and supports. A full-time coach in the CCE intervention provided be...

Engagement has been viewed as an important construct to understand students’ learning performances in classroom settings. Taking an interactive perspective, the study investigates ninth graders’ cognitive, emotional, and behavioral engagement in teacher-centered (TC) and student-centered (SC) technology-enhanced classrooms. 54 students from two science classes in Taiwan participated in this stu...

This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students’ perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic selfconcept and subjective task value), and school engagement (behavioral, emotional, and cognitive e...

Gamification principles were applied to three online courses for undergraduate college students. A theoretical framework is presented for describing how student motivation and engagement are produced by psychological and biological underpinnings that operate at a micro-behavioral level to produce student engagement and involvement. The model makes visible the behavioral microunits out of which ...

the current study aims to examine the  effect of glass cliff on work engagement with the mediator roe of organizational silence. the statistical population consists of all formal staff of women in bu-ali university of hamedan, totally 88,   among which 52  were selected by stratified random sampling method. data were gathered through three questionnaires, the glass cliff, organizational silence...

The authors illustrate how their work on mother-infant "relational psychophysiology" might inform psychotherapy research. They examined psychophysiology in 18 mother-infant dyads (infants' age: 5 months) during normal interaction and a still-face perturbation. They measured respiratory sinus arrhythmia (RSA) as an index of emotion regulation and explored whether skin conductance (SC) concordanc...

Interventions using either contests or norms can promote environmental behavioral change. Yet research on the implications of contest-based and norm-based interventions is lacking. Based on Goal-framing theory, we suggest that a contest-based intervention frames a gain goal promoting intensive but instrumental behavioral engagement. In contrast, the norm-based intervention was expected to frame...