Teacher Sensitivity in Interaction with Individual Students: The Role of Teachers' Daily Negative Emotions

Autor/inn/en	Koenen, Anne-Katrien; Vervoort, Eleonora; Kelchtermans, Geert; Verschueren, Karine; Spilt, Jantine L.
Titel	Teacher Sensitivity in Interaction with Individual Students: The Role of Teachers' Daily Negative Emotions
Quelle	In: European Journal of Special Needs Education, 34 (2019) 4, S.514-529 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2018.1553876
Schlagwörter	Teacher Student Relationship; Special Needs Students; Teacher Attitudes; Negative Attitudes; Emotional Response; Special Education; Attachment Behavior; Elementary School Teachers; Elementary School Students; Interaction; Teacher Behavior; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Sonderpädagogischer Förderbedarf; Lehrerverhalten; Negative Fixierung; Emotionales Verhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Attachment; Bindungsverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interaktion; Teacher behaviour; Ausland; Belgien
Abstract	Research stresses the importance of teacher sensitivity for the development of special needs students, including students with attachment problems. However, little is known about the antecedents of teacher sensitivity. This study investigated associations between teachers' daily negative emotions and teacher sensitivity towards individual students. Data were collected from 71 teacher-student dyads in special education primary schools and included students with mild to severe attachment problems (6 to 10 years old). Teachers reported their daily negative activating (e.g. anger) and deactivating (e.g. sadness) emotions in relation to individual students during a three-week period. Teacher sensitivity was observed in interaction with the target student in a cognitively challenging and an emotionally challenging task. Teachers' higher but decreasing negative activating emotions were associated with higher levels of observed teacher sensitivity in the cognitively challenging task. In addition, heightened levels of negative deactivating emotions were associated with lower levels of observed teacher sensitivity but only in the emotionally challenging task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01