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Teacher Responses to Anxiety in Children Questionnaire (TRAC): psychometric properties and relationship with teaching staff characteristics

Allen, JL; Lerman, R; (2018) Teacher Responses to Anxiety in Children Questionnaire (TRAC): psychometric properties and relationship with teaching staff characteristics. Emotional and Behavioural Difficulties , 23 (2) pp. 154-168. 10.1080/13632752.2017.1376974. Green open access

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Abstract

This study describes the development and evaluation of a new measure, the Teacher Responses to Anxiety in Children (TRAC) questionnaire in 74 primary school teachers. TRAC presents 9 hypothetical scenarios in which a child displays generalized anxiety/worry, social anxiety or separation anxiety symptoms. Teachers rate each scenario on six subscales that reflect different ways of responding to child anxiety. Overall, TRAC showed good internal reliability, with factor analytic results suggesting that it assesses three factors: Autonomy-Promoting, Anxiety-Promoting and Reward responses. Male teachers were significantly more likely than female teachers to use Anxiety-Promoting responses. More experienced teachers reported significantly more reinforcement of anxious avoidance than less experienced teachers, and teaching assistants reported significantly fewer overprotective responses. Teaching staff reported significantly more Autonomy-Promoting responses in social anxiety or generalised anxiety/worry scenarios compared to separation anxiety scenarios. Findings are discussed in terms of their implications for teacher training in the management of child anxiety.

Type: Article
Title: Teacher Responses to Anxiety in Children Questionnaire (TRAC): psychometric properties and relationship with teaching staff characteristics
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/13632752.2017.1376974
Publisher version: https://doi.org/10.1080/13632752.2017.1376974
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Child anxiety, internalizing problems, teacher-child interaction, shyness
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/1571682
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