Behavioral Sciences

19 pages, 757 KB

Open AccessArticle

Exploring Coaching Relationships, Teacher Self-Efficacy, and Motivation: Psychological Associations with Teachers’ Acceptability of Coaching and Stress

by Jiayi Wang and Duli Shi

Behav. Sci. 2026, 16(6), 838; https://doi.org/10.3390/bs16060838 (registering DOI) - 22 May 2026

Abstract

Teacher coaching is a widely used approach to support teacher professional development, yet the relational and psychological factors that influence coaching outcomes remain underexplored. Guided by the Expectancy-Value Theory and prior literature, this study examined the role of coaching relationships, teacher self-efficacy, and teachers’ motivation for coaching in the coaching process, with two key outcomes: teachers’ acceptability of coaching and perceived stress. A sample of 308 K-12 teachers from the United States completed relevant measures. Structural equation modeling revealed that high-quality coaching relationships were significantly associated with greater acceptability, self-efficacy, and motivation, particularly increased perceived benefits and reduced reservations. Coaching relationships and coaching acceptability were indirectly associated via self-efficacy and perceived benefits. The indirect association between coaching relationships and stress was fully explained through self-efficacy. These findings underscore the importance of fostering strong relationships with teachers and addressing motivational components to enhance the effectiveness of coaching interventions. Full article

(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)

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14 pages, 1167 KB

Open AccessArticle

Iron Fists or Velvet Gloves? Puberty Stress, Parenting Style, and Social Evaluative Distress Among Chinese Adolescents

by Yongqi Xu and Ruining Jin

Behav. Sci. 2026, 16(6), 837; https://doi.org/10.3390/bs16060837 (registering DOI) - 22 May 2026

Abstract

Background: Puberty is a period of visible bodily change, heightened self-consciousness, and increased sensitivity to social evaluation. While prior studies have linked pubertal development to broad psychological outcomes, less attention has been given to adolescents’ social evaluative distress, defined here as discomfort when feeling looked at or talked about by others. Parenting style may also be relevant to this outcome. Methods: Using secondary survey data from 3591 secondary-school students in Shenzhen, China, this study employed Bayesian analysis to examine whether puberty stress, authoritarian parenting, and permissive parenting were associated with adolescents’ social evaluative distress, and whether authoritarian and permissive parenting moderated the association between puberty stress and social evaluative distress. Results: Puberty stress was positively associated with social evaluative distress, and authoritarian parenting was also positively associated with this outcome. Permissive parenting did not show a clear direct association. Neither authoritarian nor permissive parenting showed clear evidence of moderating the association between puberty stress and social evaluative distress. Conclusions: Social evaluative distress during adolescence appears to be associated more clearly with puberty stress and authoritarian parenting as direct correlates than with interaction effects between puberty stress and parenting style. The study extends existing literature by focusing on a narrower, socially focused form of adolescent distress in the Chinese context. Full article

(This article belongs to the Special Issue Psychological Research on Sexual and Social Relationships)

22 pages, 1829 KB

Open AccessArticle

The Association Between Independent Study Desk Ownership and Borderline Personality Features in Children and Adolescents in Difficulty: Findings from a Cross-Sectional Census in China

by Ling Chen, Mingzi Ma, Jiawen Wu and Changyu Fan

Behav. Sci. 2026, 16(6), 836; https://doi.org/10.3390/bs16060836 (registering DOI) - 22 May 2026

Abstract

Children in difficulty are at heightened risk of developing personality-related problems, partly due to gaps in family care and social protection. This study examines whether (a) the availability of an individual study desk at home—a basic family educational resource—is associated with borderline personality features (BPFs) in this population and (b) perceived social support and school life shape this association. Using survey data from 14,993 children in difficulty in Hubei Province, China, and applying propensity score matching (PSM), we find that children with their own desk report significantly lower levels of BPFs. The protective association between desk ownership and children’s perceptions of social support is stronger when children perceive higher social support, whereas indicators of school life do not significantly moderate this relationship. Heterogeneity analyses further show that the benefit of having a desk is greater for children without siblings. These findings highlight the protective role of physical learning environments and suggest that targeted provision of basic educational resources could serve as a practical entry point for early-intervention programs aimed at reducing the risk of developing BPFs. Full article

(This article belongs to the Special Issue Mental Health and Behavioral Intervention for Children at Risk)

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47 pages, 753 KB

Open AccessReview

Building School Behavioral Health Capacity: A Scoping Review of Evidence-Based Ingredients Delivered by Paraprofessionals

by Bailey R. Dow, Savannah B. Simpson, Samuel D. McQuillin, Dodie Limberg, Kimberly J. Hills and Eugene S. Huebner

Behav. Sci. 2026, 16(6), 835; https://doi.org/10.3390/bs16060835 (registering DOI) - 22 May 2026

Abstract

Youth are increasingly struggling with mental health, yet many lack access to formal care. Evidence indicates that building coping skills can improve mental health and wellbeing. School personnel may be well-positioned to help youth build these coping skills by delivering discrete evidence-based ingredients in their everyday interactions and relationships with students. This scoping review synthesizes the literature on social-emotional evidence-based ingredients delivered by paraprofessionals and explores their potential application in school behavioral health. We searched PsycINFO and PubMed, screened 200 titles/abstracts and 46 full-texts, and yielded 19 studies from which we synthesized data using the RE-AIM framework. We identified 17 evidence-based ingredients, with the most common being mindfulness, relaxation, psychoeducation, exposure, and cognitive restructuring. These were delivered in various formats and settings by different paraprofessionals (e.g., graduate students, teachers, caregivers), with most paraprofessionals receiving some training and supervision. Thirteen studies showed significant improvements in at least one outcome (i.e., anxiety, depression, suicidality, wellbeing). Six studies examined long-term effects, with mixed findings. Despite variation in delivery and training, paraprofessionals appear to feasibly and effectively deliver evidence-based ingredients. These findings support task-shifting ingredients as a scalable approach for supporting youth mental health within school behavioral health systems. Full article

(This article belongs to the Special Issue Improving Implementation Support for School Behavioral Health Systems to Amplify Positive Student and School Outcomes)

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Behav. Sci., Volume 16, Issue 6 (June 2026) – 4 articles

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