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。

IF 2.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Early Education and Development Pub Date : 2025-01-01 Epub Date: 2024-12-10 DOI:10.1080/10409289.2024.2436827
Xavier Elzie, Jason Downer
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引用次数: 0

摘要

教师情绪耗竭和课堂层面的破坏性儿童行为是影响教师和儿童社会情绪和行为结果的重要危险因素。此外,理论观点认为教师情绪耗竭与儿童破坏性课堂行为之间的联系受到其他近端发生的师生互动过程的影响。本研究的目的是双重的:1)纵向检验教师情绪耗竭与儿童破坏性课堂行为之间的双向关系;2)检验教师的课堂互动(即情感支持、教学支持和课堂组织)在多大程度上调解了这种纵向和潜在的双向关系。来自美国东南部主要为低收入家庭提供服务的17所学校的756名学龄前儿童和101名学龄前教师接受了调查。数据是通过多种方法收集的。多层次路径模型检验了教师情绪耗竭与课堂层面儿童破坏性行为的双向关联以及教师促进课堂互动的中介作用。没有发现双向或中介联系;教师的情绪耗竭与幼儿破坏性课堂行为相关,课堂破坏性行为与教师的情绪支持和课堂组织相关。这些发现强调了支持教师的幸福感对于促进儿童课堂行为和维持有效的教师课堂互动的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

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来源期刊
CiteScore
5.50
自引率
10.30%
发文量
78
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.
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