Measuring Emotion Socialization in Schools

Abstract

Future measurement strategies should address (1) the structures of emotion socializing processes; (2) diverse socializing agents such as teachers, peers, and administrators; (3) the intended functions of such processes; (4) student perceptions of and responses to such processes; and (5) the complex interactions of these factors across contexts. Strategies attending to these components will permit future studies of school-based emotion socializing processes to determine how they enhance health and reduce health risks.

Emotional Arousal and Regulation: Further Evidence of the Validity of the “How I Feel” Questionnaire for Use With School‐Age Children

“…Overall, we would especially encourage use of the HIF as part of any educational program aimed at reinforcing socioemotional competence at school and enhancing social and emotional learning. School is an advantaged context for emotion socialization 62 and the use of HIF by trained socialization agents represents an instrument for imparting and gathering information about emotions, with a view for instance to helping children understand and cope with their emotions, learn new behavior management strategies, and function effectively across different relationships.…”

Analysis of Emotional Socialization Behaviors of Mother-Fathers and Social Skills of Preschool Children

“…Konu ile ilgili yapılan araştırmalar (Baker, Fenning ve Crnic, 2011;Güven ve Erden, 2013;Horner ve Wallace, 2013;Yağmurlu ve Altan, 2010) incelendiğinde, duygu sosyalleştirmenin; 3 olumlu (duyguya odaklı, duygu ifadesini kolaylaştıran, problem odaklı), 3 olumsuz tepki (küçümseyici, cezalandırıcı ve ebeveynde sıkıntı) olmak üzere 6 kategoride ele alındığı görülmektedir. Olumlu tepkiler, 1-Duyguya odaklı tepkiler; çocuğun duygusal olarak uyarıldığı durumlarda annenin, çocuğunu daha iyi hissettirme girişimlerini ve desteğini, 2-Duygu ifadesini kolaylaştırıcı tepkiler; annenin çocuğa duygusunu ifade etmesi konusundaki yardımlarını ve cesaretlendirmesini, 3-Problem odaklı tepkiler; annenin çocuğu duygusal olarak zorlayan sorunu çözmesine yardımcı olacak girişimlerini kapsamaktadır.…”

Feeling and Acting like a Teacher: Reconceptualizing Teachers’ Emotional Labor

“…Teachers' roles as facilitators of social and emotional development are arguably becoming more explicit as school-based social and emotional learning (SEL) programs and curricula proliferate (Collie, Shapka, Perry, & Martin, 2015;Hanson-Peterson, Schonert-Reichl, & Smith, 2016;Zinsser, Shewark, Denham, & Curby, 2014). Although the body of literature examining how children develop emotional competencies through social learning processes has only peripherally included teachers as agents of socialization (the focus is mostly on parents), there is growing interest in understanding teachers' unique contributions to such development (e.g., Denham, Basset, & Miller, 2017;Horner & Wallace, 2013;Horner, Wallace, & Bundick, 2015).…”