Balance in Positive Emotional Expressivity across School Contexts Relates to Kindergartners' Adjustment

Autor/inn/en	Hernández, Maciel M.; Eisenberg, Nancy; Valiente, Carlos; Spinrad, Tracy L.; Berger, Rebecca H.; VanSchyndel, Sarah K.; Thompson, Marilyn S.; Southworth, Jody; Silva, Kassondra M.
Titel	Balance in Positive Emotional Expressivity across School Contexts Relates to Kindergartners' Adjustment
Quelle	In: Early Education and Development, 29 (2018) 1, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hernández, Maciel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1364946
Schlagwörter	Emotional Response; Emotional Adjustment; Student Adjustment; Behavior Problems; Symptoms (Individual Disorders); Anxiety; Risk; Correlation; Interpersonal Competence; Recess Breaks; Teacher Student Relationship; Conflict; Depression (Psychology); Teacher Surveys; Teacher Attitudes; Statistical Analysis; Elementary School Teachers; Kindergarten + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Emotionale Anpassung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Psychiatrische Symptomatik; Angst; Risiko; Korrelation; Interpersonale Kompetenz; Aktive Pause; Teacher student relationships; Lehrer-Schüler-Beziehung; Konflikt; Lehrerverhalten; Statistische Analyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Positive emotional expressivity has been associated with increased social competence and decreased maladjustment in childhood. However, a few researchers have found null or even positive associations between positive emotional expressivity and maladjustment, which suggests that there may be nuanced associations of positive expressivity, perhaps as a function of the social context in which it is expressed. We examined whether observed positive emotional expressivity balance across peer-oriented/recreational and learning contexts predicted kindergarten children's adjustment (N = 301). Research Findings: Higher positive expressivity during lunch/recess compared to positive expressivity in the classroom was associated with lower teacher-student conflict, externalizing behaviors, and depressive symptoms. In addition, overall positive emotional expressivity predicted lower externalizing behaviors as well as lower depressive and anxiety symptoms. Practice or Policy: The results suggest the importance of assessing observed positive emotional expressivity in context as a potential indicator of children's maladjustment risk and the need for children to adapt their emotions to different contexts. Implications for assessing and supporting positive emotional expression balance and training emotional regulation in school are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01