{"title":"幼儿教师感知的成人依恋类型对幼儿情商的影响:关注师幼互动的中介效应","authors":"Ran Yu, Sojung Seo","doi":"10.32349/ecerr.2024.2.28.1.85","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":237083,"journal":{"name":"Early Childhood Education Research & Review","volume":"1995 5","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Effects of Adult Attachment Types Perceived by Early Childhood Teachers on Young Children’s Emotional Intelligence: Focusing on the Mediating Effect of Teacher-Child Interaction\",\"authors\":\"Ran Yu, Sojung Seo\",\"doi\":\"10.32349/ecerr.2024.2.28.1.85\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":237083,\"journal\":{\"name\":\"Early Childhood Education Research & Review\",\"volume\":\"1995 5\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-02-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Childhood Education Research & Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.32349/ecerr.2024.2.28.1.85\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Research & Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.32349/ecerr.2024.2.28.1.85","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The Effects of Adult Attachment Types Perceived by Early Childhood Teachers on Young Children’s Emotional Intelligence: Focusing on the Mediating Effect of Teacher-Child Interaction