Emotion regulation, teaching beliefs and child-teacher relationship from the perspectives of pre-school teachers

Basit Öğe Kaydı
dc.contributor.authorKarabay, Sakire Ocak
dc.date.accessioned2019-10-27T09:48:01Z
dc.date.available2019-10-27T09:48:01Z
dc.date.issued2019
dc.departmentEge Üniversitesien_US
dc.description.abstractThe way how pre-school teachers perceive their relationships they formed with their students, teaching beliefs regarding the profession and teacher's competencies to regulate their emotions are effective issues in order to enhance teacher-child relationships. The participants of this research were 94 Turkish pre-school teachers and 282 children, 142 of whom were boys and 140 of whom were girls. It has been found out the cognitive reappraisal strategy used by teachers for emotion regulation increased with positive relationship perception of teachers. A positive relationship was revealed between the scores of sensitivity and verbal participation and level of closeness perceived within the child-teacher relationship. Moreover, there were meaningful and positive relationships between the level of sensitivity and suppression of the expression and cognitive reappraisal strategies considering emotion regulation. It has been understood that teachers perceived the relationships with girls closer though, when it comes to boys, the perception of conflict was prominently much higher.en_US
dc.identifier.doi10.1080/03004279.2017.1405057
dc.identifier.endpage115en_US
dc.identifier.issn0300-4279
dc.identifier.issn1475-7575
dc.identifier.issn0300-4279en_US
dc.identifier.issn1475-7575en_US
dc.identifier.issue1en_US
dc.identifier.startpage101en_US
dc.identifier.urihttps://doi.org/10.1080/03004279.2017.1405057
dc.identifier.urihttps://hdl.handle.net/11454/29474
dc.identifier.volume47en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofEducation 3-13en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEmotion regulationen_US
dc.subjectteaching beliefsen_US
dc.subjectchildren-teacher relationshipsen_US
dc.subjectpre-school perioden_US
dc.subjectqualifications of teachersen_US
dc.titleEmotion regulation, teaching beliefs and child-teacher relationship from the perspectives of pre-school teachersen_US
dc.typeArticleen_US

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