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Negative emotionality, self-regulation behaviors, and the teacher-child relationship in preschool classrooms.

机译：负性情绪，自我调节行为以及学前班教室中的师生关系。

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摘要

This study examines the relationship between levels of negative emotionality, quality of the teacher-child relationship, and self-regulation behaviors in preschool children ages 2.5-5 years (N = 67). It was expected that children with high levels of negative emotionality who experienced a close teacher-child relationship would have higher levels of self-regulation as compared to children with high negative emotionality who had a teacher-child relationship marked with distance or conflict. Negative emotionality and parentally reported self-regulation were assessed using the Child Behavior Questionnaire, teacher-child relationship was measured using the Student-Teacher Relationship Scale, and self-regulation behavior was observed using the Preschool Self -Regulation Assessment. Results were not supportive of the predicted relations among negative affect, student-teacher relationship, and self-regulation. Implications are discussed.
机译：这项研究检查了2.5-5岁（N = 67）的学龄前儿童的负面情绪水平，师生关系质量和自我调节行为之间的关系。可以预料，与具有远距离或冲突标记的师生关系的负情绪高的孩子相比，经历了密切的师生关系的孩子会具有更高的自我调节水平。使用儿童行为问卷评估负面情绪和父母报告的自我调节，使用学生与教师关系量表评估师生关系，并使用学前自我调节评估观察自我调节行为。结果不支持负面影响，师生关系和自我调节之间的预测关系。讨论了含义。

著录项

  • 作者

    Jackson, Hayley.;

  • 作者单位

    Colorado State University.;

  • 授予单位 Colorado State University.;
  • 学科 Education Early Childhood.
  • 学位 M.S.
  • 年度 2012
  • 页码 36 p.
  • 总页数 36
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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