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dc.contributor.authorPakarinen, Eija
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorvon Suchodoletz, Antje
dc.date.accessioned2020-07-15T03:57:39Z
dc.date.available2020-07-15T03:57:39Z
dc.date.issued2020
dc.identifier.citationPakarinen, E., Lerkkanen, M.-K., & von Suchodoletz, A. (2020). Teacher emotional support in relation to social competence in preschool classrooms. <i>International Journal of Research and Method in Education</i>, <i>43</i>(4), 444-460. <a href="https://doi.org/10.1080/1743727x.2020.1791815" target="_blank">https://doi.org/10.1080/1743727x.2020.1791815</a>
dc.identifier.otherCONVID_41588950
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/71171
dc.description.abstractThe 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesInternational Journal of Research and Method in Education
dc.rightsCC BY 4.0
dc.subject.othersocial competence
dc.subject.otheremotional support
dc.subject.othermultilevel structural equation models (MSEM)
dc.subject.otherpreschool
dc.titleTeacher emotional support in relation to social competence in preschool classrooms
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202007155328
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange444-460
dc.relation.issn1743-727X
dc.relation.numberinseries4
dc.relation.volume43
dc.type.versionpublishedVersion
dc.rights.copyright© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber
dc.relation.grantnumber317610
dc.subject.ysoopettajat
dc.subject.ysoyhteistyökyky
dc.subject.ysoemotionaalisuus
dc.subject.ysososiaalinen tuki
dc.subject.ysotunnekasvatus
dc.subject.ysoesikoulu
dc.subject.ysososiaaliset taidot
dc.subject.ysoluokkatyöskentely
dc.subject.ysopoikkeava käyttäytyminen
dc.subject.ysovuorovaikutus
dc.subject.ysotunnetaidot
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p10592
jyx.subject.urihttp://www.yso.fi/onto/yso/p11269
jyx.subject.urihttp://www.yso.fi/onto/yso/p8997
jyx.subject.urihttp://www.yso.fi/onto/yso/p24837
jyx.subject.urihttp://www.yso.fi/onto/yso/p15089
jyx.subject.urihttp://www.yso.fi/onto/yso/p6444
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
jyx.subject.urihttp://www.yso.fi/onto/yso/p2661
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p23975
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1080/1743727x.2020.1791815
dc.relation.funderElla ja Georg Ehrnroothin säätiöfi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderElla ja Georg Ehrnrooth Foundationen
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramMuutfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramOthersen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundinginformationThis 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.


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