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Teacher emotional support in relation to social competence in preschool classrooms

2020

The present study aimed to investigate the associations between teachers’ observed emotional support and social competence among Finnish pre-schoolers (6-year-olds). The quality of emotional support was observed using the Classroom Assessment Scoring System Pre-K in 47 preschool classrooms twice across the preschool year. Teachers rated children’s social competence in autumn and again in spring, using the Multisource Assessment of Social Competence Scale (MASCS), which produced sum scores for cooperating skills, empathy, impulsivity, and disruptiveness. Consistent with the transactional model, we specified reciprocal (auto-regressive and cross-lagged) relationships within a Multilevel Struc…

tunnekasvatusEmotional supportvuorovaikutusmedia_common.quotation_subjectsosiaalinen tukiEmpathyemotional supportluokkatyöskentelypreschoolEducationDevelopmental psychologymultilevel structural equation models (MSEM)Interpersonal competence:Samfunnsvitenskap: 200::Pedagogiske fag: 280 [VDP]0501 psychology and cognitive sciencesQuality (business)Relation (history of concept)media_commonutdanningsvitenskapførskolen4. Education05 social sciencessocial competencesosiaaliset taidot050301 educationtunnetaidotopettajatemotionaalisuusPeer reviewyhteistyökykyesikouluSocial competencepoikkeava käyttäytyminensosial kompetansePsychology0503 education050104 developmental & child psychology
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