Relations among Teachers' Emotion Socialization Beliefs and Practices, and Preschoolers' Emotional Competence.
Relations among Teachers' Emotion Socialization Beliefs and Practices, and Preschoolers' Emotional Competence.
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DOI：
10.1080/10409289.2013.825186
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发表时间：
2013-01-01
影响因子：
2.9
通讯作者：
Curby TW
中科院分区：
文献类型：
--
作者：
Morris CA;Denham SA;Bassett HH;Curby TW
本研究利用情绪社会化的建模、偶然反应和教学三部分模型，考察了44名教师自我报告和观察到的情绪社会化实践与326名学龄前儿童的情绪知识和观察到的情绪行为的关系。多层次分析显示，儿童情绪知识得分和观察到的情绪行为的大部分差异是由教室内因素预测的，而不是教室间因素。教师使用所有三种情绪社会化技术确实有助于预测儿童的分数；然而，这些联系的性质因儿童的年龄和性别而异。儿童情绪能力的发展是一个复杂的、多方面的过程，许多互动伙伴在其中发挥作用；幼儿教师通过塑造幼儿的情绪，对幼儿的情绪表达作出支持或惩罚的反应，并对幼儿的情绪体验进行直接指导，从而扮演幼儿情绪社会化代理人的角色。本研究可为未来的干预提供基础，以协助教师发展自己的情绪社会化技能，使他们能更有效地为所照顾的儿童提供情绪社会化代理。
Utilizing a three-part model of emotion socialization that includes Modeling, Contingent Responding, and Teaching, this study examined the associations between 44 teachers’ self-reported and observed emotion socialization practices and 326 preschoolers’ emotion knowledge and observed emotional behavior. Multi-level analyses revealed that the majority of the variance in the children’s emotion knowledge scores and observed emotional behavior was predicted by factors within, rather than between, classrooms. Teachers’ use of all three emotion socialization techniques did contribute to the prediction of the children’s scores; however, the nature of these associations differed by children’s age and gender. The development of children’s emotional competence is a complex, multi-faceted process in which many interaction partners play a role; early childhood teachers act as emotion socialization agents for the children in their care by modeling emotions, responding either supportively or punitively to children’s expressions of emotions, and engaging in direct instruction regarding emotional experience. This research may provide a basis for potential future interventions designed to assist teachers in developing their own emotion socialization skills so that they can be more effective emotion socialization agents for the children in their care.
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影响因子：
--
作者：
Curby, Timothy W.;Rudasill, Kathleen Moritz;Perez-Edgar, Koraly
通讯作者：
Perez-Edgar, Koraly
影响因子：
4
作者：
DENHAM, SA;ZOLLER, D;COUCHOUD, EA
通讯作者：
COUCHOUD, EA
影响因子：
1.4
作者：
Ahn, Hey Jun
通讯作者：
Ahn, Hey Jun
影响因子：
3.7
作者：
Burchinal, Margaret;Vandergrift, Nathan;Mashburn, Andrew
通讯作者：
Mashburn, Andrew
影响因子：
2.6
作者：
Denham, Susanne Ayers;Bassett, Hideko Hamada;Graling, Kelly
通讯作者：
Graling, Kelly