教师对学生情绪表达的支持性回应可调节儿童适应不良情绪调节与攻击行为之间的关系

IF 3 3区心理学 Q1 Social Sciences

School Psychology Review Pub Date : 2024-02-26 DOI:10.1080/2372966x.2024.2315023

Bridget Brinckman, Kyongboon Kwon, Razia Azen, Michele Lease

引用次数: 0

摘要

作为课堂上的核心成人形象，教师引导着儿童的情绪社会化。我们研究了教师对儿童情绪的支持性反应和非支持性反应是否会缓和儿童情绪社会化的联系...

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Supportive Teacher Responses to Students’ Emotional Expression Moderate the Association Between Children’s Maladaptive Emotion Regulation and Aggression

As the core adult figures in the classroom, teachers guide children’s emotion socialization. We examined if teachers’ supportive and unsupportive responses to children’s emotions moderate the link ...

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

School Psychology Review Social Sciences-Education

CiteScore

6.90

自引率

20.00%

发文量

期刊介绍： School Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies and the evaluation of these approaches. SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community.