Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills
Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills
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DOI：
10.1080/10409289.2012.665760
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发表时间：
2013-04-01
影响因子：
2.9
通讯作者：
Hamre, Bridget K.
中科院分区：
文献类型：
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作者：
Curby, Timothy W.;Brock, Laura L.;Hamre, Bridget K.
研究结果：人们普遍认为，一贯的、高质量的师生互动促进了儿童的最佳发展成果。以往关于师生互动质量的研究为这一前提提供了实证支持。很少有研究已经进行了一致性的师生互动。本研究旨在探讨教师情感支持的一致性是否与儿童更好的学业和社会成果有关。在694个学前班教室进行了多次观察。情绪支持的平均水平和情绪支持的一致性被用作多水平模型的预测因子。结果表明，当情绪支持的平均水平得到控制，一天内的一致性的情绪支持预测几个学术成果在学前教育以及在幼儿园的社会能力。实践或政策：研究结果表明，教师情感支持的一致性是儿童课堂环境的一个显着方面。研究结果表明，在评估教师的情感支持互动时，应考虑一致性。
Research Findings: It is widely acknowledged that consistent, high-quality teacherstudent interactions promote optimal developmental outcomes for children. Previous research on the quality of teacherstudent interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacherstudent interactions. This study examines whether consistency in teachers' emotional support is related to better academic and social outcomes for children. Multiple observations were conducted in 694 prekindergarten classrooms. Mean levels of emotional support and consistency of emotional support were used as predictors in multilevel models. Results indicated that when mean levels of emotional support were controlled, within-day consistency of emotional support predicted several academic outcomes in prekindergarten as well as social competence in kindergarten. Practice or Policy: Results indicate that teachers' consistency of emotional support is a salient aspect of children's classroom environment. Findings suggest that consistency should be considered when evaluating teachers' emotionally supportive interactions.