Jennifer D. Shapka

TL;DR: This article investigated whether and how teachers' perceptions of social-emotional learning and climate in their schools influenced three outcome variables (teachers' sense of stress, teaching efficacy, and job satisfaction) and examined the interrelationships among the three outcomes.

TL;DR: Gender differences in math-related motivations emphasized in the Eccles (Parsons) et al. (1983) expectancy-value framework, high school math participation, educational aspirations, and career plans are explored and implications for long-term math engagement and career selection for female and male adolescents are discussed.

TL;DR: In general, it appears that adolescents differentiated themselves as individuals who participated in specific mode of online aggression, rather than asindividual who played a particular role in online aggression.

TL;DR: In this article, exploratory and confirmatory factor analyses (EFAs and CFAs) were used to examine whether electronic aggression can be measured using items similar to that used for measuring traditional bullying, and whether adolescents respond to questions about electronic aggression in the same way they do for traditional bullying.

TL;DR: Gender and program effects were looking for, and participants training to teach at the secondary level had higher computer self-efficacy, and were less likely to predict that they would give up or avoid a challenging computer task than were elementary teacher-candidates.