caa a22 4500 606153772 CHVBK 20210128100555.0 cr unu---uuuuu 210128e20151101xx s 000 0 eng 10.1007/s11121-014-0533-8 doi (NATIONALLICENCE)springer-10.1007/s11121-014-0533-8 Individual and Contextual Factors Associated with Pre-Kindergarten Teachers' Responsiveness to the MyTeachingPartner Coaching Intervention [Elektronische Daten] [Amy Roberts, Jennifer LoCasale-Crouch, Jamie DeCoster, Bridget Hamre, Jason Downer, Amanda Williford, Robert Pianta] With research findings indicating positive associations between teacher-child interaction quality and children's development and learning, many professional development efforts now focus on improving the ways in which teachers interact with children. Previous work found that MyTeachingPartner (MTP), a web-mediated coaching intervention, improved teachers' classroom interactions with children, and further analysis found that improvement in teachers' interactions was mediated by their responsiveness to the MTP intervention. The current study assessed how teacher characteristics, including demographics, beliefs, and psychological factors, as well as contextual characteristics related to multiple measures of teachers' responsiveness to MTP. Findings show that related factors vary across the different indicators of responsiveness. Specifically, the psychological factors of anxiety and readiness to change related to multiple indicators of responsiveness. Further, readiness to change and self-efficacious beliefs moderated the associations between classroom poverty and responsiveness. Study findings provide new insights into key teacher characteristics that might identify teachers in need of intervention adaptation or support to ultimately increase overall responsiveness. Society for Prevention Research, 2014 Intervention responsiveness nationallicence Professional development nationallicence Coaching nationallicence Roberts Amy University of Virginia, Charlottesville, VA, USA aut LoCasale-Crouch Jennifer University of Virginia, Charlottesville, VA, USA aut DeCoster Jamie University of Virginia, Charlottesville, VA, USA aut Hamre Bridget University of Virginia, Charlottesville, VA, USA aut Downer Jason University of Virginia, Charlottesville, VA, USA aut Williford Amanda University of Virginia, Charlottesville, VA, USA aut Pianta Robert University of Virginia, Charlottesville, VA, USA aut Prevention Science Springer US; http://www.springer-ny.com 16/8(2015-11-01), 1044-1053 1389-4986 16:8<1044 2015 16 11121 https://doi.org/10.1007/s11121-014-0533-8 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11121-014-0533-8 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Roberts Amy University of Virginia, Charlottesville, VA, USA aut NATIONALLICENCE 700 1- LoCasale-Crouch Jennifer University of Virginia, Charlottesville, VA, USA aut NATIONALLICENCE 700 1- DeCoster Jamie University of Virginia, Charlottesville, VA, USA aut NATIONALLICENCE 700 1- Hamre Bridget University of Virginia, Charlottesville, VA, USA aut NATIONALLICENCE 700 1- Downer Jason University of Virginia, Charlottesville, VA, USA aut NATIONALLICENCE 700 1- Williford Amanda University of Virginia, Charlottesville, VA, USA aut NATIONALLICENCE 700 1- Pianta Robert University of Virginia, Charlottesville, VA, USA aut NATIONALLICENCE 773 0- Prevention Science Springer US; http://www.springer-ny.com 16/8(2015-11-01), 1044-1053 1389-4986 16:8<1044 2015 16 11121