Relations between Teacher Stress and Classroom-Level Aggression-Related Social Cognitions

Children’s hostile attribution bias (HAB) as an outcome of classroom stressors is understudied. This study examines associations between fall/winter teacher stress and spring classroom-level HAB in third- and fourth-grade classrooms. Preliminary regressions suggest higher initial teacher stress is associated with lower classroom HAB, consistent with prior literature evidencing non-linear effects.