儿童情绪调节技能与班级适应性的关系

IF 1.1 4区 医学 Q3 EDUCATION, SPECIAL
Sema Büyüktaşkapu Soydan
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引用次数: 0

摘要

本研究旨在探讨教师社会交往实践在儿童情绪调节技能与课堂适应的关系中所起的调节作用。本研究采用随机整群抽样方法,选取了2020-2021学年在土耳其科尼亚省中部地区幼教机构就读的250名儿童和50名幼教教师作为样本。研究数据采用教师课堂适应观察量表、学前社会互动实践量表和情绪调节量表收集。结果表明,情绪调节技能和强化策略对课堂适应有直接影响,教师使用强化策略越多,情绪调节技能对课堂适应的负面影响越小。因此,换句话说,教师在课堂上进行更密集的社会互动的做法,与课堂上所有孩子的更高班级适应性有关,而不考虑情绪调节的风险。综上所述,增加教师强化策略在课堂上的应用频率,可以降低情绪调节技能对课堂适应的负面影响;通过这种方式,儿童的课堂适应能力得到提高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Relationship Between Emotional Regulation Skills and the Adaptability to the Classes of Children
This study aims to determine the regulatory role of teachers' social interaction practices in the relationship between children's emotional regulating skills and their classroom adaptation. Using a random cluster sampling method, the sample of the study consists of 250 children and 50 preschool teachers who attended preschool educational institutions on the central districts of the province of Konya, Turkey, in the 2020–2021 academic year. The research data were collected using the Teacher Observation of Classroom Adaptation—Checklist, Social Interaction Practices for the Preschool Years (SIPPY), and Emotional Regulation Checklist. The results demonstrate that emotional regulation skills and intensive strategies have a direct effect on classroom adaptation and that the negative effect of emotional regulation skills on classroom adaptation decreases when intensive strategies applied by the teacher increase. So, in other words, teachers' practices of more intensive social interaction in the classroom have been associated with higher class adjustment for all children in the classroom, regardless of the risk in emotional regulation. In view of these findings, it can be said that increasing the frequency of applying the teacher's intensive strategies in the classroom reduces the negative effect of emotional regulation skills on the classroom adaptation; by this way, classroom adaptation of children increases.
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来源期刊
CiteScore
1.90
自引率
9.10%
发文量
24
期刊介绍: Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.
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