2025
Beyond discipline: the power of mentalization in reducing disruptive behavior in schools: a mixed-methods analysis of teacher–child interactions
Chelouche-Dwek G, Clark C, Fonagy P. Beyond discipline: the power of mentalization in reducing disruptive behavior in schools: a mixed-methods analysis of teacher–child interactions. Frontiers In Psychology 2025, 16: 1599298. DOI: 10.3389/fpsyg.2025.1599298.Peer-Reviewed Original ResearchTeacher-student interactionDisruptive classroom behaviorMentalization-based interventionsDisruptive behaviorTeacher responsesMixed-methods analysisClassroom behaviorTeacher-child interactionsTeacher-student relationshipEmotion dysregulationDisruptive incidentsThematic analysisMixed-methods designPupil behaviourTeachers’ mentalitySchool classroomsLearning environmentClassroom settingMale pupilsEducational strategiesTeachersClassroomBehavior managementMental health professionalsBehavioral challenges
2014
Testing the Theory of Successful Intelligence in Teaching Grade 4 Language Arts, Mathematics, and Science
Sternberg R, Jarvin L, Birney D, Naples A, Stemler S, Newman T, Otterbach R, Parish C, Randi J, Grigorenko E. Testing the Theory of Successful Intelligence in Teaching Grade 4 Language Arts, Mathematics, and Science. Journal Of Educational Psychology 2014, 106: 881-899. DOI: 10.1037/a0035833.Peer-Reviewed Original ResearchSuccessful intelligenceLanguage artsUnit of instructionElementary school classroomsAmount of instructionSchool classroomsSI studentsGrade studentsInstructional groupsAcademic domainsStudentsInstructionEducational interventionContent unitsClassroomMathematicsSI theoryPrior successScienceSchoolsIntelligenceArtUnited StatesProgramTheory
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