Teachers' Emotional Expressiveness and Coping Reactions to Students' Emotions: Associations with Students' Social-Emotional Competences and School Adjustment

Autor/inn/en	Poulou, Maria S.; Denham, Susanne A.
Titel	Teachers' Emotional Expressiveness and Coping Reactions to Students' Emotions: Associations with Students' Social-Emotional Competences and School Adjustment
Quelle	In: Early Education and Development, 34 (2023) 3, S.607-625 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2053486
Schlagwörter	Affective Behavior; Teacher Student Relationship; Coping; Social Emotional Learning; Interpersonal Competence; Student Adjustment; Teacher Education; Mental Health; Foreign Countries; Preschool Teachers; Elementary School Teachers; Grade 1; Student Behavior; Greece + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Teacher student relationships; Lehrer-Schüler-Beziehung; Bewältigung; Interpersonale Kompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lehrerausbildung; Lehrerbildung; Psychohygiene; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Student behaviour; Schülerverhalten; Griechenland
Abstract	Beside research evidence on the importance of teachers' emotion socialization behaviors and students' social-emotional outcomes, there is less evidence on teachers' discrete emotion socialization behaviors and students' social and emotional outcomes. The current study investigated early childhood teachers' self-reported expression of emotions and coping strategies with students' negative emotions as potential predictors of young students' social-emotional competence and school adjustment. Administration of the Self-Expressiveness in the Classroom Questionnaire (SEQ), the Coping with Children's Negative Emotions Scale (CCNES), the Social Competence and Behavior Evaluation (SCBE) and the Teacher Rating Scale of School Adjustment measures resulted in data from 832 kindergarten and first grade primary teachers and 662 of their students. Research Findings: Teachers' positive expressions of emotions were significant predictors of students' social and emotional competences and school adjustment, teachers' responses to students' negative emotions were not significant predictors of students' social and emotional competence and school adjustment, whereas the interaction between teachers' expression of emotions and teachers' responses to students' negative emotions predicted students' social and emotional competences and school adjustment. Practice or Policy: Findings contribute to our understanding of the intersection of teachers' self-reported expressiveness and coping reactions with students' negative emotions for students' social and emotional behavior at schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01