Teacher emotional support in relation to social competence in preschool classrooms
Pakarinen, E., Lerkkanen, M.-K., & von Suchodoletz, A. (2020). Teacher emotional support in relation to social competence in preschool classrooms. International Journal of Research and Method in Education, 43(4), 444-460. https://doi.org/10.1080/1743727x.2020.1791815
Julkaistu sarjassa
International Journal of Research and Method in EducationPäivämäärä
2020Tekijänoikeudet
© 2020 The Author(s). Published by Informa
UK Limited, trading as Taylor & Francis
Group
The present study aimed to investigate the associations between teachers’ observed emotional support and social competence among Finnish pre-schoolers (6-year-olds). The quality of emotional support was observed using the Classroom Assessment Scoring System Pre-K in 47 preschool classrooms twice across the preschool year. Teachers rated children’s social competence in autumn and again in spring, using the Multisource Assessment of Social Competence Scale (MASCS), which produced sum scores for cooperating skills, empathy, impulsivity, and disruptiveness. Consistent with the transactional model, we specified reciprocal (auto-regressive and cross-lagged) relationships within a Multilevel Structural Equation Models (MSEM) framework. The results showed that higher quality of emotional support in preschool autumn was related to more prosocial behaviours typical of the classroom during spring of the preschool year. Children’s antisocial behaviours typical of the preschool classroom were not associated with quality of emotional support or vice versa. The results emphasize the importance of responsive and sensitive classroom interactions in promoting prosocial behaviours.
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Julkaisija
RoutledgeISSN Hae Julkaisufoorumista
1743-727XAsiasanat
Julkaisuun liittyvä(t) tutkimusaineisto(t)
Pakarinen, Eija; Lerkkanen, Marja-Kristiina. (2021). Teacher and Student Stress and Interaction in Classroom (TESSI). V. 31.7.2021. University of Jyväskylä. https://doi.org/10.17011/jyx/dataset/77741. https://urn.fi/URN:NBN:fi:jyu-202109104845Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/41588950
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Ella ja Georg Ehrnroothin säätiö; Suomen AkatemiaRahoitusohjelmat(t)
Muut; Akatemiahanke, SALisätietoja rahoituksesta
This work was supported by Academy of Finland (No. 317610), Ella and Georg Ehrnrooth Foundation and University of Jyväskylä (Department of Teacher Education). The data collection was partly funded by New York University Abu Dhabi Faculty Research Fund.Lisenssi
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