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dc.contributor.authorTveit, Håvard Horndalen
dc.contributor.authorDrugli, May Britt
dc.contributor.authorFossum, Sturla
dc.contributor.authorHandegård, Bjørn Helge
dc.contributor.authorKløckner, Christian
dc.contributor.authorStenseng, Frode
dc.date.accessioned2021-03-11T15:05:42Z
dc.date.available2021-03-11T15:05:42Z
dc.date.created2020-09-01T09:48:48Z
dc.date.issued2020
dc.identifier.citationFrontiers in Psychology. 2020, 11 1-10.en_US
dc.identifier.issn1664-1078
dc.identifier.urihttps://hdl.handle.net/11250/2732973
dc.descriptionCopyright © 2020 Tveit, Drugli, Fossum, Handegård, Klöckner and Stenseng. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY)en_US
dc.description.abstractThis study examined whether, and the extent to which, the Incredible Years Teacher Classroom Management program predicted positive development of children’s emotional, behavioral, and social adjustment through changes in the child–teacher relationship. Using data from a longitudinal quasi-experimental intervention trial with a matched control condition, including 1,085 children (49.7% girls, meanage = 4.22 years; SDage = 0.88 years), the potential associations were tested by means of multilevel path modeling. The mediation model demonstrated that (1) children in the intervention condition achieved more favorable changes in the child–teacher relationship than the control condition; (2) changes in the child–teacher relationship were associated with changes in the target outcomes; and (3) the intervention effects were mediated via changes in the child–teacher relationship.en_US
dc.language.isoengen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectIncredible Yearsen_US
dc.subjectinterventionen_US
dc.subjectmultilevel mediationen_US
dc.subjectchild–teacheren_US
dc.subjectrelationshipen_US
dc.titleMediating Mechanisms of the Incredible Years Teacher Classroom Management Programmeen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber1-10en_US
dc.source.volume11en_US
dc.source.journalFrontiers in Psychologyen_US
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2020.555442
dc.identifier.cristin1826374
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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