{"title":"课堂互动在教师情绪耗竭与儿童破坏性行为动态相互作用中的中介作用检验。","authors":"Xavier Elzie, Jason Downer","doi":"10.1080/10409289.2024.2436827","DOIUrl":null,"url":null,"abstract":"<p><p>Teacher emotional exhaustion and classroom-level disruptive child behaviors are prominent risk factors influencing both teacher and child social-emotional and behavioral outcomes. Additionally, theoretical perspectives position links between teacher emotional exhaustion and children's disruptive classroom behavior as being influenced by other proximally occurring teacher-child interactive processes. The purpose of the study is twofold: 1) longitudinally examine the bi-directional relationship between teachers' emotional exhaustion and children's disruptive classroom behaviors, and 2) examine the degree to which teachers' classroom interactions (i.e., emotional support, instructional support, and classroom organization) mediate this longitudinal and potentially bi-directional relationship. 756 preschool-aged children and 101 preschool teachers across 17 schools serving children from primarily low-income families within the southeastern United States were examined. Data were collected through a multiple-methods approach. Multi-level path models examined the bi-directional associations between teachers' emotional exhaustion and classroom-level child disruptive behaviors and the mediating role of teacher-facilitated classroom interactions. No bi-directional or mediational links were found; however, teachers' emotional exhaustion was linked to children's disruptive classroom behavior and classroom disruptive behaviors were linked with teachers' emotional support and classroom organization. These findings underscore the importance of supporting teachers' well-being to promote children's classroom behaviors and maintain effective teacher classroom interactions.</p>","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"36 4","pages":"793-817"},"PeriodicalIF":2.1000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12057766/pdf/","citationCount":"0","resultStr":"{\"title\":\"Testing the Mediational Role of Classroom Interactions in the Dynamic Interplay Between Teacher Emotional Exhaustion and Children's Disruptive Behavior.\",\"authors\":\"Xavier Elzie, Jason Downer\",\"doi\":\"10.1080/10409289.2024.2436827\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Teacher emotional exhaustion and classroom-level disruptive child behaviors are prominent risk factors influencing both teacher and child social-emotional and behavioral outcomes. Additionally, theoretical perspectives position links between teacher emotional exhaustion and children's disruptive classroom behavior as being influenced by other proximally occurring teacher-child interactive processes. The purpose of the study is twofold: 1) longitudinally examine the bi-directional relationship between teachers' emotional exhaustion and children's disruptive classroom behaviors, and 2) examine the degree to which teachers' classroom interactions (i.e., emotional support, instructional support, and classroom organization) mediate this longitudinal and potentially bi-directional relationship. 756 preschool-aged children and 101 preschool teachers across 17 schools serving children from primarily low-income families within the southeastern United States were examined. Data were collected through a multiple-methods approach. Multi-level path models examined the bi-directional associations between teachers' emotional exhaustion and classroom-level child disruptive behaviors and the mediating role of teacher-facilitated classroom interactions. No bi-directional or mediational links were found; however, teachers' emotional exhaustion was linked to children's disruptive classroom behavior and classroom disruptive behaviors were linked with teachers' emotional support and classroom organization. These findings underscore the importance of supporting teachers' well-being to promote children's classroom behaviors and maintain effective teacher classroom interactions.</p>\",\"PeriodicalId\":11448,\"journal\":{\"name\":\"Early Education and Development\",\"volume\":\"36 4\",\"pages\":\"793-817\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2025-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12057766/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Education and Development\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/10409289.2024.2436827\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/12/10 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Education and Development","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10409289.2024.2436827","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/12/10 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Testing the Mediational Role of Classroom Interactions in the Dynamic Interplay Between Teacher Emotional Exhaustion and Children's Disruptive Behavior.
Teacher emotional exhaustion and classroom-level disruptive child behaviors are prominent risk factors influencing both teacher and child social-emotional and behavioral outcomes. Additionally, theoretical perspectives position links between teacher emotional exhaustion and children's disruptive classroom behavior as being influenced by other proximally occurring teacher-child interactive processes. The purpose of the study is twofold: 1) longitudinally examine the bi-directional relationship between teachers' emotional exhaustion and children's disruptive classroom behaviors, and 2) examine the degree to which teachers' classroom interactions (i.e., emotional support, instructional support, and classroom organization) mediate this longitudinal and potentially bi-directional relationship. 756 preschool-aged children and 101 preschool teachers across 17 schools serving children from primarily low-income families within the southeastern United States were examined. Data were collected through a multiple-methods approach. Multi-level path models examined the bi-directional associations between teachers' emotional exhaustion and classroom-level child disruptive behaviors and the mediating role of teacher-facilitated classroom interactions. No bi-directional or mediational links were found; however, teachers' emotional exhaustion was linked to children's disruptive classroom behavior and classroom disruptive behaviors were linked with teachers' emotional support and classroom organization. These findings underscore the importance of supporting teachers' well-being to promote children's classroom behaviors and maintain effective teacher classroom interactions.
期刊介绍:
Early Education and Development (EE&D) is a professional journal for those involved in educational and preschool services and research related to children and their families: early education supervisors, school psychologists, daycare administrators, child development specialists, developmental and child clinical psychologists, and special education administrators. It is designed to emphasize the implications for practice of research and solid scientific information. The age range focused upon is preschool through the primary grades. EE&D is a connecting link between the research community in early education and child development and school district early education programs, daycare systems, and special needs preschool programs.