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1.
Teachers in toddler classrooms are important agents of emotion socialization. The current study examined teachers’ use of emotion minimizing language in toddler classrooms and toddlers’ social emotional competence. Teachers’ emotion minimizing language is described as language that purposefully distances them from a child’s emotions and discourages children’s expression of their emotions. Research Findings: Results indicate a negative relationship between teachers’ emotion minimizing language and toddlers’ social emotional competence when program quality, child age, and child gender are controlled. Practice or Policy: Implications relevant to teacher preparation programs and professional development are discussed, with a primary focus on the methods by which teachers are trained to use language to respond to young children’s emotions. 相似文献
2.
Teachers have the opportunity to discuss the emotions of children as they occur in the context of the classroom. As such, teachers play an important role in the socialization of emotions of young children. This observational study examines teachers discussions of emotions in three child care centers. The findings suggest that child care centers are important social contexts for learning about feelings because of ongoing interaction between teachers and children. Teachers in child care centers use various strategies with children to discuss their emotional expressions. They help children learn to identify emotion-related words, to understand the causes of emotion, and to provide them with constructive means of emotion regulation. The implications for teacher-training programs focusing on methods of facilitation of emotional competence and appropriate emotional socialization are presented. 相似文献
3.
Paul A. Schutz Ji Y. Hong Dionne I. Cross Jennifer N. Osbon 《Educational Psychology Review》2006,18(4):343-360
This article represents our current reflections on our approach to inquiry on emotions in education. Our views reflect an eclectic blend of, educational, psychological, and social historical approaches to inquiry on emotion and emotional regulation. In an effort to explicate our approach, we address our working definitions of emotion and emotional regulation. Next, we discuss our views on transactions among cognition, motivation and emotions, as well as the methods and methodologies that guide our inquiry on emotions in education. We conclude with some of the problems associated with, as well as a discussion of why, in spite of the challenges related to doing inquiry on emotions, the study of emotions can be useful for improving educational processes.
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| Paul A. SchutzEmail: |
4.
Mapping the classroom emotional environment 总被引：1，自引：0，他引：1
Shane T. Harvey David Bimler Ian M. Evans John Kirkland Pia Pechtel 《Teaching and Teacher Education》2012
Harvey and Evans (2003) have proposed that teachers’ emotional skills, as required in the classroom, can be organized into a five-dimensional model. Further research is necessary to validate this model and evaluate the importance of each dimension of teacher emotion competence for educational practice. Using a statistical method for mapping psychological constructs, teachers’ emotional practices were transformed into a ‘map’ with three spatial dimensions, which was supported by comparative validity checks. The nature of emotional practice was further investigated by administering a Q-Sort of emotional practice items to 100 teachers. Ten highly applicable clusters of emotional behavior across six profile patterns with teachers were identified. Authors’ model and the applicability of emotions were generally supported. 相似文献
5.
教师情绪劳动是教师为了实现教育教学目标所作出的情绪上的努力,既可能是教师的真情流露,也可能是教师经过调节后表达出来的情绪。由于隐性压力无处不在,教师可能在情绪劳动中失去了对学生的道德关怀而不自知,表现为不健康的情绪情感教育、“去人性化”的情绪反应和自动化、无意识的消极情绪表达。因此,教师首先应该灵活运用各种情绪调节策略塑造良好的情绪状态,并以关心为情绪劳动的基本准则,同时注重对情绪的监控与反思,如此才能重拾道德关怀,为培养学生学会关心树立典范。 相似文献
6.
The results of a survey of 1281 Chinese school teachers support a second-order factor structure of emotional intelligence. It is found that teachers' emotional intelligence has a significant impact on teaching satisfaction and their use of two emotional labor strategies, i.e., deep acting and expression of naturally felt emotions, but it is not a significant predictor of surface acting. Among the three emotional labor strategies, only expression of naturally felt emotion significantly influences teaching satisfaction. These findings could be explained by differences in the nature of various emotional labor strategies. Implications for teaching and teacher education are put forward. 相似文献
7.
Katherine M. Zinsser Susanne A. Denham Timothy W. Curby Elizabeth A. Shewark 《Early education and development》2013,24(7):899-919
Research Findings: The connections between parents’ emotional competence (emotion expression, regulation, and knowledge) and children’s social–emotional learning (SEL) have been well studied; however, the associations among teachers’ emotional competencies and children’s SEL remain widely understudied. In the present study, private preschool and Head Start teachers (N = 32) were observed using the Classroom Assessment Scoring System. Participating teachers from each center also participated in focus group discussions about emotional competence in preschool classrooms. For analyses, teachers were divided into Moderately and Highly Supportive groups based on observed emotional support quality. Teachers’ focus group responses were compared. Practice or Policy: Comparison groups differed with regard to their discussions of emotion regulation and emotion knowledge. These differences elucidate ways in which intervention programs and in-service training can be developed to help teachers better meet the SEL needs of children. 相似文献
8.
Situated within a cohort of Chinese preschool teachers’ emotional experiences, this study shows that preschool teachers’ emotional labor is characterized by its long duration, high intensity, and diversity in emotional interactions. The findings also reveal three rules governing preschool teachers’ emotional labor, including being adept in emotional control, active use of emotions, and keeping smiling service. In response to these rules, preschool teachers regulate their emotions with four major strategies of disguising, restraining, self-persuading, and releasing. The paper concludes with implications on how preschool teachers’ emotion regulation can be better supported. 相似文献
9.
IntroductionAs feedback that nursing students receive during internships triggers emotional episodes, it results in changes in self-esteem, motivation, and learning behaviors. The adaptive or maladaptive nature of emotions is modulated via emotion regulation strategies.MethodTo understand how the students experienced and acted upon these emotional episodes, we applied an existential phenomenological approach.ResultsStudents experience a wide range of emotions in feedback situations. These emotions regularly require the use of emotion regulation strategies. We have described three kinds of such strategies. Based on the results of this and previous studies, we have developed a comprehensive model of feedback processing by students in the context of nursing internships, in which emotions and their regulation are central.DiscussionEmotion regulation strategies are often unconscious and should be developed by students during their training, especially in consciously designed feedback conditions of teachers and instructors, in which students should feel understood, respected, and invited to actively involve themselves in the processing of feedback. Finally, we make a few recommendations to education professionals.ConclusionsFeedback processing by future nurses during internships involves a complex emotional process that affects their behavior, either conducive to learning or not. Emotion regulation strategies may be required in these situations. Moreover, students' emotions are influenced by various determinants, which evolve in a circular dynamic as feedback occurs over time. 相似文献
10.
In this study, we examined the relationship between 159 predominately White pre-service teachers’ color-blind racial attitudes, emotion regulation, and psychological inflexibility with stigmatizing thoughts about race. Results indicated strong relationships between color-blind racial ideology and psychological inflexibility with stigmatizing thoughts about race. Specifically, emotion regulation difficulties (suppression strategies) served as a mediator between color-blind racial ideology (unawareness of racial privilege) and psychological inflexibility with stigmatizing thoughts about race. In addition, emotion regulation difficulties (lack of emotional clarity) served as a moderator between color-blind racial ideology (blatant racial issues) and psychological inflexibility with stigmatizing thoughts about race. Similarly, emotion regulation difficulties (impulse control difficulties) served as a moderator between color-blind racial ideology (institutional discrimination) and psychological inflexibility with stigmatizing thoughts about race. The study’s overall findings highlight pre-service teachers’ difficulties with regulating their emotions in racial situations as well as how this difficulty in turn influences their ability to change negative thoughts regarding other racial groups. The study has implications for how pre-service teachers regulate racial emotions in the classroom as well as how they may potentially interact with racially diverse students. 相似文献
11.
This study investigated linkages between aspects of emotional competence and preschoolers' social skills with peers. Whether parental emotion socialization practices contributed to the prediction of social skill once emotional competence was statistically controlled was also of interest. Eighty-one predominantly Caucasian preschoolers were videotaped as they participated in three same-sex triadic peer situations. Four peer variables were coded from the videotapes: social initiations, the frequency with which children were the targets of positive social bids, non-constructive anger-related reactions, and prosocial acts. The emotional competence measures included situation knowledge, children's explanations of emotions, positivity of emotional expression during peer play, and emotional intensity. Maternal anger directed at the child was the measure of emotion socialization. Results revealed that the emotional competence variables were meaningfully related to the peer variables and that, for non-constructive anger reactions, maternal reports of anger explained unique variance. Results are discussed in terms of how emotional competence and emotion socialization contribute to peer behavior and the importance of designing and implementing affective intervention programs for young children and their families. 相似文献
12.
BackgroundEmotional maltreatment is the most pervasive but least studied form of abuse.ObjectiveIn the present study, we examined the role of emotion reactivity and emotion regulation in emotional child maltreatment.MethodsWe identified nine studies that compared levels of parental emotion reactivity and regulation in emotionally maltreating families with levels in non-maltreating families.ResultsOur meta-analytic findings revealed that, in comparison to non-maltreating parents, parents who are emotionally maltreating their children report higher levels of negative affect, depression, verbal aggression, and anger. We also found that in comparison to non-maltreating parents, emotionally maltreating parents report lower levels of emotional control, emotion regulation, and coping strategies.ConclusionsWe outline the theoretical and practical implications of these results, and emphasize how research into the etiology of child maltreatment may provide the basis for more effective prevention, screening, and treatment practices designed to eradicate emotional maltreatment. 相似文献
13.
Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching 总被引：1，自引：0，他引：1
This paper invokes a poststructuralist lens—and, in particular, Foucauldian ideas—in conceptualizing teacher emotions as discursive practices. It is also argued that within this theoretical framework, teacher identity is theorized as constantly becoming in a context embedded in power relations, ideology, and culture. In terms of the methodology used when studying teacher identity and emotion through this lens, it is shown that long-term ethnographic investigations offer important advantages. This is shown through an ethnographic study of the emotions of teaching with one teacher over three years (1997–1999) and a semester long follow-up study with the same teacher four years later (spring 2003). The contribution of this study in what is presently known about teacher emotions in educational settings consists in the following three ideas: first, that emotional rules in teaching are historically contingent; second, that a teacher plays a part in her own emotional control; and third, that a teacher's identity is constituted in relation to the emotional rules in the context in which she/he teaches. The contribution of a poststructuralist perspective in research on teacher emotion is discussed and analyzed. 相似文献
14.
Beverly J. Wilson Siobhan Fernandes-Richards Cyrena Aarskog Teresa Osborn Darla Capetillo 《Early education and development》2013,24(2):201-222
Parents and teachers reported that 6- to 8-year-old boys with developmental delays were less able to regulate their emotions than nondelayed boys matched on chronological age. Compared to nondelayed boys, boys with developmental delays had more social problems, which persisted and increased over a 3-year period. Children's ability to regulate their emotions explained significant variance in their social problems after controlling for their developmental status. In addition, emotion regulation partially mediated the relationship between children's developmental status and their social problems. These results suggest that emotion regulation plays a significant role in the social problems of boys with developmental delays. Furthermore, increasing the emotional competence of these children may facilitate their peer relationships and, ultimately, their school adjustment. 相似文献
15.
Beverly J. Wilson Siobhan Fernandes-Richards Cyrena Aarskog Teresa Osborn Darla Capetillo 《Early education and development》2007,18(2):201-222
Parents and teachers reported that 6- to 8-year-old boys with developmental delays were less able to regulate their emotions than nondelayed boys matched on chronological age. Compared to nondelayed boys, boys with developmental delays had more social problems, which persisted and increased over a 3-year period. Children's ability to regulate their emotions explained significant variance in their social problems after controlling for their developmental status. In addition, emotion regulation partially mediated the relationship between children's developmental status and their social problems. These results suggest that emotion regulation plays a significant role in the social problems of boys with developmental delays. Furthermore, increasing the emotional competence of these children may facilitate their peer relationships and, ultimately, their school adjustment. 相似文献
16.
田涛 《黄冈职业技术学院学报》2013,(2):76-78
处于青年期的大学生,心理上正经历变化波动较大的时期,反应在情绪和情感方面,表现为情绪的不稳定性与冲动性,情感体验开放、丰富,却容易陷入情绪困扰,导致其心理健康、学习生活和未来事业受到不同程度的影响。作为初步具有独立性的大学生如何认知情绪,并学会应对不良情绪,成为自己情绪的主人呢?作为过来人的辅导员可以引导其认知情绪,并学会对情绪进行自我管理、调适,从而驾驭情绪,做情绪的主人。 相似文献
17.
Parental coping with children's negative emotions: relations with children's emotional and social responding 总被引：2，自引：0，他引：2
This study examined the relation between parents' reactions to children's negative emotions and social competence. Additionally, the role of parental emotional distress in children's emotional socialization was examined. The emotional reactions of 57 preschoolers (33 girls, 24 boys; M age = 59.2 months) were observed during their free-play interactions. Parents (mostly mothers) completed questionnaires about their reactions to children's negative emotions. An index of children's social competence was obtained from teachers. Results indicated that the relation between harsh parental coping strategies and children's emotional responding was moderated by parental distress. In addition, the relation of the interaction of parental coping and distress to children's social competence was mediated by children's level of emotional intensity. It was concluded that distressed parents who use harsh coping strategies in response to children's negative emotions have children who express emotion in relatively intense ways. In turn, these children find it relatively difficult to behave in a socially competent manner. 相似文献
18.
This study provides a systematic review on the relationships between emotional competence and team learning behaviours, with 32 studies identified as addressing these relationships within teams whose team members are interdependent in the fulfilment of their work tasks and goals. By examining the selected studies' findings, positive relationships between emotional competence and its dimensions and various team learning behaviours were identified. Focussed on emotional competence, the perception of own emotions and others’ emotions supports teams and their members by recognising the emotions that surface during teamwork, while emotional management helps teams deal with these emotions. Although emotional expressiveness as a fourth dimension hardly has been investigated, it plays a key role and is essential to the perception of emotions in a team. Expressing, perceiving and dealing with emotions within a team enables teams and their members to work openly with each other, share and create knowledge, reflect upon teamwork and discuss constructively with each other instead of against each other. Considering the different levels of measurement and analysis, this systematic review provides an in-depth insight into the relationships between emotional competence and team learning behaviours and identifies research gaps such as implications for methodological and future research as well as practical implications for organisational practitioners and teams. 相似文献
19.
Susanne A. Denham Hideko H. Bassett Katherine Zinsser 《Early Childhood Education Journal》2012,40(3):137-143
Young children’s emotional competence—regulation of emotional expressiveness and experience when necessary, and knowledge
of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand
the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers
of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared
to parents, early childhood teachers’ roles in socializing young children’s emotional competence have not been examined. Based
on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher
roles in the development of young children’s emotional competence. Additionally, we suggest future research focusing on early
childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research. 相似文献
20.
Employing the concepts of emotional labour and emotional rules, the present study explored the emotional rules governing teachers’ work in the context of Mainland China. This showed that teachers can be seen as emotional workers in teaching and there are four emotional rules for Chinese teachers’ feelings and emotional expressions. For Chinese teachers, teaching contains a salient component of “heart-consuming” labour (caoxin). They rationally instrumentalise their emotional experience and expression to follow the professional and ethical norms in teaching. Because of this, the nature of teachers’ emotional labour and emotional rules in the context of Chinese culture is discussed. 相似文献