“Practice What You Preach”: Teachers’ Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices

Zinsser, Katherine M.; Denham, Susanne A.; Curby, Timothy W.; Shewark, Elizabeth A.

doi:10.1080/10409289.2015.1009320

Cited by 48 publications

(41 citation statements)

References 40 publications

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“…Children's problematic interactions with teachers likely reflect deficits in children's overt self-regulatory behaviors, whereas children's close interactions with teachers could be less associated with children's self-regulatory behaviors. Additional factors, including teacher characteristics (Zinsser, Denham, Curby, & Shewark, 2015) or children's approach behaviors (Rudasill & Rimm-Kaufman, 2009), may help explain how children's effortful control relates to teacher–student closeness and conflict. As mentioned previously, we investigated teacher-student closeness and conflict separately, as opposed to a composite of the two, because we were interested in examining their unique prediction in our proposed model and prior research suggested varying correlates for these two dimensions (Portilla et al, 2014; Rudasill et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality

Hernández

Valiente

Eisenberg

et al. 2017

Early Childhood Research Quarterly

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This study evaluated the association between effortful control in kindergarten and academic achievement one year later (N = 301), and whether teacher–student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock–Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher–student closeness and strongly, negatively predicted teacher–student conflict. Teacher–student closeness and effortful control, but not teacher–student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher–student closeness and via its positive relation to early academic achievement. The findings suggest that teacher–student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher–student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.

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Section: Discussionmentioning

confidence: 99%

Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality

Hernández

Valiente

Eisenberg

et al. 2017

Early Childhood Research Quarterly

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“…Regarding direct training, Kremenitzer (2005) and Kremenitzer and Miller (2008) give excellent, concrete suggestions on how teachers can become aware of their own emotional competence and its effects on children, especially via "emotional intelligence journaling." Second, to promote children's emotional competence more specifically, teacher training could focus on increasing teachers' willingness to show emotions, as well as their abilities to remain emotionally positive in the classroom despite challenges and modulate understandable negative emotions (Kremenitzer and Miller, 2008;Shewark et al, 2018;Zinsser et al, 2014Zinsser et al, , 2015. Teachers could be assisted in valuing their supportive role concerning children's emotions, and given specific strategies to use in reacting to children's more difficult emotions (e.g.…”

Section: Jritandl 122mentioning

confidence: 99%

Early childhood teachers’ socialization of children’s emotional competence

Denham

Bassett

2019

JRIT

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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.

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“…Our research contributes to the literature by evaluating the efficacy of a brief small‐scale intervention in meditative awareness infused with SEL training in promoting preservice teachers’ mindfulness and emotional competence. A further contribution of our study is that we focus on multiple dimensions of emotional competence, including awareness of one's own and others’ emotions, emotional display rules, and their usefulness in the classroom because of their role in teacher well‐being (Mansfield, Beltman, Broadley, & Weatherby‐Fell, ; Zinsser, Denham, Curby, & Shewark, ). Earlier studies tend to focus primarily on emotion regulation as the measure of emotional competence.…”

Section: Goals and Predictions For The Present Studymentioning

confidence: 99%

Mindfulness‐based SEL programming to increase preservice teachers’ mindfulness and emotional competence

Garner

Bender

Fedor

2018

Psychology in the Schools

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Eighty-seven preservice teachers, some of whom had preschool teaching experience, were randomly assigned to an intervention that included training in breathing awareness meditation infused with social-emotional learning (n = 43) or a control group that received training in (n = 44) in breathing awareness meditation only. Both groups showed an increase in mindfulness from pre-to posttest. However, as expected, dimensions of emotional competence improved more significantly for preservice teachers in the intervention group. Increases were also greater for participants with teaching experience. Both groups also increased in the belief that classroom misbehavior would result in negative cognitive and social costs to children, but a larger increase was observed for the intervention group. Implications for teacher preparation are discussed.

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“Practice What You Preach”: Teachers’ Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices

Cited by 48 publications

References 40 publications

Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality

Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality

Early childhood teachers’ socialization of children’s emotional competence

Mindfulness‐based SEL programming to increase preservice teachers’ mindfulness and emotional competence

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