Näytä suppeat kuvailutiedot

dc.contributor.authorZarra-Nezhad, Maryam
dc.contributor.authorMoazami-Goodarzi, Ali
dc.contributor.authorMuotka, Joona
dc.contributor.authorSajaniemi, Nina
dc.date.accessioned2023-10-04T08:56:50Z
dc.date.available2023-10-04T08:56:50Z
dc.date.issued2023
dc.identifier.citationZarra-Nezhad, M., Moazami-Goodarzi, A., Muotka, J., & Sajaniemi, N. (2023). Teachers’ stress as a moderator of the impact of a professional development intervention on preschool children’s social-emotional learning. <i>Journal of Early Childhood Education Research</i>, <i>12</i>(3), 64-87. <a href="https://doi.org/10.58955/jecer.126751" target="_blank">https://doi.org/10.58955/jecer.126751</a>
dc.identifier.otherCONVID_188978719
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/89377
dc.description.abstractThis study examined the extent to which the impact of a universal professional development (PD) intervention program on children’s early social-emotional learning (SEL) is dependent on early childhood education (ECE) teachers’ stress levels. The program (POMPedaSens) aimed to promote children’s (5–6-year-olds’) SEL by supporting ECE teachers’ PD. Intervention effectiveness was monitored using an 8-month randomized controlled trial design with an intervention group (IG; 26 teachers and 195 children) and a waiting control group (CG; 36 teachers and 198 children) that provided data before and after program implementation. ECE teachers in the IG were trained to implement the intervention program in their early childhood education and care groups. Latent change score analysis revealed that when teachers showed a low level of stress, children’s prosocial behavior increased only in the IG. There were no significant results for the IG in terms of a change in antisocial behavior. The results suggest a promising application of the PD intervention for promoting prosocial behavior in ECE when teachers have low stress. A longer intervention period is likely needed to determine the moderating effect of ECE teachers’ well-being on children’s antisocial behavior change. Unexpectedly, when teachers showed a high level of stress, an increase in prosocial behavior and a decrease in antisocial behavior were found for children in the CG. This could result from demands for accountability and high expectations regarding early prosocial behavior without supporting teachers’ PD and well-being, which can diminish social-emotional functioning in the long run. Decreased antisocial behavior in the CG could stem from an acquired propensity towards compliant behavior driven by either a sense of obedience or fear. High stress in the CG indicates that teachers were trying to do their best at the risk of their own well-being.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSuomen varhaiskasvatus ry
dc.relation.ispartofseriesJournal of Early Childhood Education Research
dc.rightsCC BY-NC 4.0
dc.subject.otherearly childhood
dc.subject.othersocial-emotional learning
dc.subject.otheruniversal intervention program
dc.subject.otherprofessional development
dc.subject.otherteachers’ stress
dc.titleTeachers’ stress as a moderator of the impact of a professional development intervention on preschool children’s social-emotional learning
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202310045397
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange64-87
dc.relation.issn2323-7414
dc.relation.numberinseries3
dc.relation.volume12
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 Maryam Zarra-Nezhad, Ali Moazami-Goodarzi, Joona Muotka, and Nina Sajaniemi.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajat
dc.subject.ysostressi
dc.subject.ysoammatillinen kehitys
dc.subject.ysovarhaislapsuus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p133
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
jyx.subject.urihttp://www.yso.fi/onto/yso/p18627
dc.rights.urlhttps://creativecommons.org/licenses/by-nc/4.0/
dc.relation.doi10.58955/jecer.126751
jyx.fundinginformationThis work was supported by the Academy of Finland under Grant number 330960 to Maryam Zarra-Nezhad and the Finnish National Agency for Education under Grant number 33/2178/2018 to Nina Sajaniemi.
dc.type.okmA1


Aineistoon kuuluvat tiedostot

Thumbnail

Aineisto kuuluu seuraaviin kokoelmiin

Näytä suppeat kuvailutiedot

CC BY-NC 4.0
Ellei muuten mainita, aineiston lisenssi on CC BY-NC 4.0