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- Title
Teachers' emotional expressiveness and classroom management practices: Associations with young students' social‐emotional and behavioral competence.
- Authors
Poulou, Maria S.; Garner, Pamela W.; Bassett, Hideko Hamada
- Abstract
Using data from 832 kindergarten and first grade primary teachers and 662 of their students, the current study investigated teachers' use of behavioral and instructional classroom practices and whether these strategies moderated associations between teachers' expressions of positive and negative classroom emotion and students' social‐emotional and behavioral competence. Results indicated that teachers' positive expressiveness positively predicted young students' social competence and was inversely related to negative child outcomes, irrespective of teachers' behavioral and instructional classroom management practices. In contrast, teachers' negative emotional expressiveness positively predicted students' anger/aggression, but only when teachers reported using controlling and teacher‐centered approaches to classroom behavioral management. At the same time, teachers' negative expressiveness predicted low levels of student anger/aggression when teachers reported more child‐centered instructional management approaches. Findings contribute to the understanding of the intersection of teachers' expressiveness and their classroom management practices for explaining children's social‐emotional and behavioral competence in early childhood classrooms. RESEARCH HIGHLIGHTS: ‐Teachers' positive expression of emotions was linked to high levels of cooperative/sensitive child behavior and negatively related to students' anger/aggression and anxious/withdrawal behavior.‐Teachers' negative emotional expression was negatively associated with students' anxious/withdrawal behavior‐There was lack of association between teachers' emotional expressiveness and their classroom management practices.‐Teachers' negative expressiveness positively predicted students' anger/aggression, but only when teachers reported a controlling approach to classroom behavioral and instructional management.
- Subjects
CLASSROOM management; EMOTION recognition; PRIMARY school teachers; CHILD psychology; TEACHERS; TEACHER organizations; SELF-talk; WITHDRAWAL (Psychology)
- Publication
Psychology in the Schools, 2022, Vol 59, Issue 3, p557
- ISSN
0033-3085
- Publication type
Article
- DOI
10.1002/pits.22631