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.

摘要

除了关于教师情感社会化行为和学生社会情感结果重要性的研究证据外，关于教师离散情感社会化行为和学生社会情感结果的证据较少。本研究调查了幼儿教师自我报告的情绪表达和应对学生负面情绪的策略，以此作为年轻学生社交情绪能力和学校适应的潜在预测因素。课堂问卷（SEQ）中的自我表达管理、儿童消极情绪应对量表（CCNES）、社会能力和行为评估（SCBE）和学校调整措施的教师评分量表的数据来自 832 个幼儿园和小学一年级教师和他们的学生 662 人。研究发现：教师的积极情绪表达是学生社交情感能力和学校适应的显着预测因子，教师对学生消极情绪的反应不是学生社交情感能力和学校适应的显着预测因子，而两者之间的交互作用教师的情绪表达和教师对学生负面情绪的反应预示着学生的社会和情感能力以及学校适应。实践或政策：研究结果有助于我们理解教师自我报告的表达能力和应对反应与学生对学生在学校的社交和情绪行为的负面情绪的交集。