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1.
Teachers in toddler classrooms are important agents of emotion socialization. The current study examined teachers’ use of emotion minimizing language in toddler classrooms and toddlers’ social emotional competence. Teachers’ emotion minimizing language is described as language that purposefully distances them from a child’s emotions and discourages children’s expression of their emotions. Research Findings: Results indicate a negative relationship between teachers’ emotion minimizing language and toddlers’ social emotional competence when program quality, child age, and child gender are controlled. Practice or Policy: Implications relevant to teacher preparation programs and professional development are discussed, with a primary focus on the methods by which teachers are trained to use language to respond to young children’s emotions. 相似文献
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Maria S. Poulou 《Early education and development》2017,28(8):996-1010
The present study used hierarchical linear modeling to examine predictors of students’ emotional and behavioral difficulties in preschool classrooms. Specifically, the study examined (a) the link between teachers’ perceptions of their own emotional intelligence and students’ emotional and behavioral difficulties, (b) the link between teachers’ perceptions of students’ social skills and emotional and behavioral difficulties, and (c) how teachers’ perceptions of their own emotional intelligence were related differentially to their perceptions of students’ emotional and behavioral difficulties based on students’ social skills. Participants were 92 preschool teachers and 238 students from 52 state schools in central Greece. Research Findings: Results indicated that higher scores for teachers’ perceptions of emotional intelligence and students’ social skills were related to lower scores for teachers’ perceptions of students’ emotional and behavioral difficulties. Teachers’ perceptions of emotional intelligence were important in predicting students’ emotional and behavioral difficulties, especially in the case of students’ lack of social skills. Practice or Policy: This study provides empirical support for the predictors of students’ emotional and behavioral difficulties by taking into consideration both teachers’ perceptions of emotional intelligence and students’ social skills, thus suggesting new insights into the interpretation of emotional and behavioral difficulties in preschool. 相似文献
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《The Journal of educational research》2012,105(5):295-308
ABSTRACT The aim of the study was to examine the impact of a self-determined motivational climate including support of autonomy, relatedness, task involvement, and ego-involving climate on students’ affective responses and effort in physical education. The sample involved 338 sixth-grade students (11–12 years old) who completed a questionnaire battery incorporating measures of motivational climate, enjoyment, trait anxiety in physical education, and effort. The results of the reliability and confirmatory factor analyses supported the psychometric properties of the measures. Multiple regression path analysis results indicated that task-involving climate, autonomy, and relatedness support had more positive influences on pupils’ affective responses in comparison to an ego-involving climate. 相似文献
4.
Maria S. Poulou 《Early Childhood Education Journal》2017,45(3):427-435
The study aimed to investigate how teachers’ perceptions of emotional intelligence, and social and emotional learning (SEL) relate to teacher–student relationships. Teachers’ perceptions of teacher–student relationships and the degree of agreement with students’ perceptions was also investigated. Preschool teachers from 92 public schools in central Greece completed the Self-Rated Emotional Intelligence Scale, the Teacher SEL Beliefs Scale, and the Student–Teacher Relationships Scale-Short Form for 238 students aged 5–6 years old. 170 students were interviewed using the Young Children’s Appraisal of Teacher Support. Regression analysis revealed that both teachers and students emphasized the role of teachers’ perceptions of SEL in positive teacher–student relationships. However, there was no agreement between teachers and students regarding teacher–student relationships. These findings and their implications for research and practice are discussed. 相似文献
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Lori R. Kogan Karen Schaefer Phyllis Erdman 《Journal of College Student Psychotherapy》2016,30(4):268-283
Increasing numbers of students are requesting accommodations for emotional support animals (ESAs) in higher education settings. Since the legislation pertaining to this type of service animal differs from the laws governing disability service animals, colleges and universities are faced with developing new policies and guidelines. A sample of 248 University Counseling Centers (UCCs) completed a survey about student requests for ESA letters of support from their counselor. The UCCs were also asked if they issue official disability diagnoses for clients. Responses showed that UCCs are not yet being asked to write many letters of support for ESAs—56.9% almost never do it, and 31.05% do it only several times per year. And, only 47.18% of UCCs write official diagnosis letters in support of disability accommodations. Yet, most UCCs are aware of the need for official policies in this arena. This article provides general recommendations for establishing university policies. 相似文献
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Cynthia K. Buettner Lieny Jeon Eunhye Hur Rachel E. Garcia 《Early education and development》2016,27(7):1018-1039
Research Findings: Early care and education has pronounced implications for young children’s social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers’ personal social–emotional capacity has only recently been recognized as an indicator of quality. This study reviewed and identified indicators of teachers’ social-emotional capacity and established a two factor structure of psychological load and coping abilities. We also explored correlational associations between teachers’ social-emotional capacity and their professional commitment and responsiveness to children’s negative emotions. The sample consisted of 1,129 teachers in center-based child-care programs and public preschools in the US. We found that teachers’ psychological load (depression, stress and emotional exhaustion) was associated with teachers’ negative reactions to children and teachers’ professional commitment after controlling for a wide range of teacher/classroom characteristics. Conversely, teachers’ coping abilities (reappraisal emotion regulation and problem-focused coping strategies) were related to their positive reactions to children’s negative emotions. Practice or Policy: The findings suggest further studies to identify training and professional development program components that might address early childhood teachers’ psychological difficulties and coping strategies. Child-care programs may also need efforts that support teachers’ social–emotional capacity as a way to improve teachers’ responsiveness and professional commitment. 相似文献
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Stacy R. Johnson Kristy J. Finlon Carroll E. Izard 《Early education and development》2016,27(7):896-913
Research Findings: This article describes the development and evaluation of the Behavior and Emotion Expression Observation System (BEEOS), a direct observation tool to characterize preschoolers’ social and emotion behaviors during semistructured activities in the classroom. The BEEOS was used to observe 148 Head Start preschoolers, and questionnaires were completed by teachers and parents to provide psychometric comparisons to the observational system. Findings support both the reliability and criterion-related validity of the behavior indicators and emotion expressions that make up the BEEOS. Preschoolers in the current sample engaged in expected patterns of social behavior and emotion expression. Furthermore, both constructs were related to teacher and parent reports of preschoolers’ social behavior, externalizing and internalizing symptomatology, emotion regulation, and perceived emotion expressions. Practice or Policy: Findings suggest that the BEEOS can be used to supplement caregiver report and standardized assessments of preschoolers’ social and emotion behaviors. The potential applications and implications of the BEEOS for research and education are discussed and include informing teaching planning and practices as well as the effectiveness of social-emotional interventions. 相似文献
10.
Caterina Fiorilli Ottavia Albanese Piera Gabola Alessandro Pepe 《Scandinavian Journal of Educational Research》2017,61(2):127-138
This study explored the relationships among teachers’ emotional competence, burnout as a mediator, and social support. Teachers’ emotional competence was assessed via measures of emotional intensity and emotional regulation. Social support was evaluated in terms of external versus internal support, and teacher dissatisfaction with support received. Participants were 149 Italian primary school teachers. Data were analysed using structural equation modelling. The findings suggested that teacher burnout partially mediated the relationship between emotional intensity and satisfaction with social support received. Overall, the results showed that teachers were at risk of highly intense unpleasant emotions in relation to their burnout syndrome. Moreover, teachers’ satisfaction/dissatisfaction with social support received was predicted by burnout symptoms. These results extend the findings of earlier studies, and provide indications as to how to help teachers experiencing burnout. 相似文献
11.
BackgroundEarly adversity and negative experiences in the adoptive family can put adopted children at risk for emotional and behavior problems.ObjectiveThis study analyzes the influence of children’s preadoptive history and adoptive parents’ characteristics on the psychosocial adjustment of nationally and internationally adopted children in Germany.Participants and settingThe survey included 172 adopted children aged between 24 and 145 months and their adoptive parents.MethodsParents provided information about preadoptive history. Information about emotional and behavior problems was obtained from the parental version of the Strengths and Difficulties Questionnaire (SDQ). Parental well-being was obtained through a composite score of three standardized measures (self-efficacy questionnaire, Perceived Stress Scale PSS-4, Brief Symptom Inventory BSI); parenting behavior was assessed with the Alabama Parenting Questionnaire (DEAPQ).Results12.5% of the adopted children scored in the clinical range of the SDQ. In a multiple regression analysis, the experience of maltreatment and neglect was the most important predictor of emotional and behavior problems at time of assessment, followed by pre- and perinatal risk and parental stress regulation difficulties, R² = .423, F(4, 128) = 28.539. Increases in the number of risk factors present were associated with a greater odd of children scoring in the clinical range of the SDQ.ConclusionsMost of the nationally and internationally adopted children in this sample were well-adjusted. Prenatal and preadoptive risk as well as stress regulation capacities of the main caregiver contributed to the child’s development. An accumulation of risks increased the likelihood of adjustment problems in adopted children. 相似文献
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The premise of our study is that emotional competence (EC) serves as a foundational contributor to the achievement of science education goals in the context of socioscientific issues (SSIs). EC is a set of abilities necessary to accomplish adaptive goals in emotionally arousing situations. We contend that the development of EC is conducive to learning and character development in the SSI context. Therefore, we set out to develop and implement an EC intervention SSI program (called EC-SSI) and to verify the program’s effect on students’ EC, and “character and values.” We developed a nine-lesson program using two SSI scenarios: the Coltan mining problem and a designer baby dilemma. We collected data using questionnaires and student worksheets from 26 tenth graders and applied a mixed method approach to data gathering and analysis. We found that the program significantly improved students’ EC and “character and values.” From these results, we conclude that instructional strategies to improve students’ EC can be applied in SSI instruction and can positively affect student’s empathy and emotion regulation. We suggested that SSIs can provide an appropriate context for the improvement of students’ EC in science education and educators consider EC training integration at appropriate stages of science learning. We also recommend follow-up research to examine how students’ EC development impacts their SSI decision-making.
相似文献13.
The Stirling Children’s Well-being Scale (SCWBS) was developed by the Stirling Council Educational Psychology Service (UK) as a holistic, positively worded measure of emotional and psychological well-being in children aged eight to 15 years. Drawing on current theories of well-being and Positive Psychology, the aim was to provide a means of measuring the effectiveness of interventions and projects designed to promote children’s well-being and emotional development.
A total of 18 schools and 1849 children participated in the construction and validation of the scale, which ultimately emerged as a short, robust measure comprising 12 items. The scale is offered for use by educational and health professionals interested in promoting and measuring the emotional development and well-being of children and the effectiveness of interventions. 相似文献
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Oliveira Sofia Roberto Magda Sofia Veiga-Simão Ana Margarida Marques-Pinto Alexandra 《Educational Psychology Review》2021,33(4):1779-1808
Educational Psychology Review - Over the last decades, extensive research has given considerable attention to teachers’ burnout. Owing to its negative personal, organizational, and social... 相似文献
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Emotional expressions are abundant in children’s lives. What role do they play in children’s causal inference and exploration? This study investigates whether preschool-aged children use others’ emotional expressions to infer the presence of unknown causal functions and guide their exploration accordingly. Children (age: 3.0–4.9; N = 112, the United States) learned about one salient causal function of a novel toy and then saw an adult play with it. Children explored the toy more when the adult expressed surprise than when she expressed happiness (Experiment 1), but only when the adult already knew about the toy’s salient function (Experiment 2). These results suggest that children consider others’ knowledge and selectively interpret others’ surprise as vicarious prediction error to guide their own exploration. 相似文献
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Laurie Loop Mandy Rossignol Sarah Galdiolo Isabelle Roskam 《Parenting, science and practice》2018,18(1):9-27
Objective. The aim of this study was to test whether and to what extent inducing attentional bias in mothers toward a child’s positive emotions using a micro-trial method would improve mothers’ emotional and behavioral reactions in parenting-related situations. Effects on children were also assessed. Design. Forty-two mothers of 4- to 5-year-old children participated. Half of the mothers were exposed to an attention bias modification task designed to elicit a transient bias toward positive stimuli. After the manipulation, they were observed during a free-play session and frustration laboratory tasks designed to elicit positive and negative emotions. Results. Mothers exposed to the attention bias modification task displayed more positive emotional and behavioral reactions toward their child during both free-play and frustration tasks. Their children also behaved better, especially during the free-play session. The influence of mothers’ attention allocation on children’s outcomes was mediated by mothers’ behavior. Conclusions. An attention bias modification program is useful in improving interactions between mothers and children. 相似文献
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Providing effective motivational support is a critical determinant of a successful online distance learning experience for students in higher education. In this study, we examined how students’ academic level and use of 8 motivational regulation strategies influence 3 types of student engagement: behavioral engagement, emotional engagement, and cognitive engagement. A total of 95 undergraduate and graduate students enrolled in online courses in 4-year universities in the United States participated in this study. A series of hierarchical regression analyses of undergraduate and graduate online students (N = 95) showed that behavioral engagement, emotional engagement, and cognitive engagement are predicted by different motivational regulation strategies after controlling for the academic level. Additionally, students’ academic level was found to be a predictor of cognitive engagement but not a predictor of behavioral engagement or emotional engagement. The results suggest that online course instructors, tutors, and designers should provide students with differentiated motivational scaffolding based on their motivational profile in order to promote different aspects of learning engagement. 相似文献
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Katherine M. Zinsser Susanne A. Denham Timothy W. Curby Elizabeth A. Shewark 《Early education and development》2013,24(7):899-919
Research Findings: The connections between parents’ emotional competence (emotion expression, regulation, and knowledge) and children’s social–emotional learning (SEL) have been well studied; however, the associations among teachers’ emotional competencies and children’s SEL remain widely understudied. In the present study, private preschool and Head Start teachers (N = 32) were observed using the Classroom Assessment Scoring System. Participating teachers from each center also participated in focus group discussions about emotional competence in preschool classrooms. For analyses, teachers were divided into Moderately and Highly Supportive groups based on observed emotional support quality. Teachers’ focus group responses were compared. Practice or Policy: Comparison groups differed with regard to their discussions of emotion regulation and emotion knowledge. These differences elucidate ways in which intervention programs and in-service training can be developed to help teachers better meet the SEL needs of children. 相似文献
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Research Findings: Early childhood teachers’ psychological well-being influences the nurturing and learning classroom climate in early care and education as well as children’s development. However, less is known about predictors of teachers’ psychological well-being in preschool. The purpose of this study was to explore associations between potential predictors of teachers’ psychological well-being—such as professional background, teaching efficacy, and work environment—and teachers’ self-perceived depression, stress, and emotional exhaustion after controlling for individual demographics. A total of 1,129 teachers serving preschool-age children (3- and 4-year-olds) in the United States participated in the study. Teachers responded to a questionnaire asking about their background, work environment, and social-emotional attributes. Multiple regression analysis revealed that levels of teachers’ self-efficacy and work environments are generally associated with their psychological well-being above and beyond their personal and professional backgrounds. Practice or Policy: The results of this study suggest that it is important to help teachers build teaching competence and efficacy and to prepare them to handle stressors from work environments in order to reduce their psychological burden. In addition, we suggest that positive work climates need to be created for teachers and children at the program level. 相似文献
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Marie Karlsson 《欧洲师范教育杂志》2013,36(2):133-146
The paper suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context. A positioning analysis of narrative interaction in a conversation between two student teachers depicts the ways in which they express and negotiate feelings related to out loud reading. The results show that this approach can be a complement to the extensive body of knowledge on the place of emotions in teacher identity formation as it shows how emotions are negotiated among student teachers in a way that challenges the predominant focus on individual students’ expressions of emotions. 相似文献