Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher-Student Conflict in Childhood

Autor/inn/en	Hernández, Maciel M.; Eisenberg, Nancy; Valiente, Carlos; Spinrad, Tracy L.; Johns, Sarah K.; Berger, Rebecca H.; Diaz, Anjolii; Silva, Kassondra M.; Thompson, Marilyn S.; Gal-Szabo, Diana E.; Southworth, Jody
Titel	Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher-Student Conflict in Childhood
Quelle	In: Early Education and Development, 33 (2022) 1, S.1-16 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hernández, Maciel M.) ORCID (Berger, Rebecca H.) ORCID (Diaz, Anjolii) ORCID (Gal-Szabo, Diana E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1857169
Schlagwörter	Predictor Variables; Teacher Student Relationship; Conflict; Emotional Response; Kindergarten; Grade 2; Grade 1; Preschool Teachers; Elementary School Teachers; Teacher Attitudes; Negative Attitudes; Self Control; Personality Traits; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Prädiktor; Teacher student relationships; Lehrer-Schüler-Beziehung; Konflikt; Emotionales Verhalten; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Negative Fixierung; Selbstbeherrschung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	Studies with extensive observations of real-life emotions at school are rare but might be especially useful for predicting school-related outcomes. This study evaluated observations of negative emotion expressivity in lunch and recreation settings across kindergarten, first grade, and second grade (N = 301), kindergarten teachers' reports of children's effortful control, and kindergarten and second grade teachers' reports of their perceived conflict with children. In latent growth curve analyses, we tested whether individual trajectories of negative expressivity from kindergarten to second grade, based on estimated slopes, predicted teacher-student conflict in second grade, and whether effortful control in kindergarten moderated this association. Research findings: Negative expressivity levels in kindergarten significantly predicted higher levels of teacher-student conflict in second grade, controlling prior teacher-student conflict. Furthermore, greater increases in negative expressivity from kindergarten to second grade were associated with higher teacher-student conflict in second grade especially for children who had difficulties with effortful control in kindergarten. Practice or Policy: Results from this study have the potential to inform programs focused on reducing teacher-student conflict. The findings highlight the possibility of targeting both effortful control and negative emotion in the early elementary school transition as a means to improve teacher-student relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01