المؤلفون: Karen Aldrup, Bastian Carstensen, Michaela M. Köller, Uta Klusmann

المصدر: Frontiers in Psychology, Vol 11 (2020)

مصطلحات موضوعية: social-emotional competence, emotion regulation, situational judgment test, teacher-student relationship, teacher well-being, Psychology, BF1-990

الوصف: Teachers’ social-emotional competence is considered important in order to master the social and emotional challenges inherent in their profession and to build positive teacher-student relationships. In turn, this is key to both teachers’ occupational well-being and positive student development. Nonetheless, an instrument assessing the profession-specific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), which is a theory-based situational judgment test measuring teachers’ knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers’ general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers’ occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool.

وصف الملف: electronic resource

العلاقة: https://www.frontiersin.org/article/10.3389/fpsyg.2020.00892/fullTest; https://doaj.org/toc/1664-1078Test

الوصول الحر: https://doaj.org/article/c3435321b3574efab668d87ff6250bb7Test

المؤلفون: Karen Aldrup (ORCID 0000-0003-1567-5724), Bastian Carstensen (ORCID 0000-0001-5259-9578), Uta Klusmann (ORCID 0000-0002-8656-344X)

المصدر: Educational Psychologist. 2024 59(2):89-110.

تمت مراجعته من قبل الزملاء: Y

Page Count: 22

الواصفات: Emotional Response, Self Control, Teacher Response, Teacher Student Relationship, Teacher Effectiveness, Coping, Emotional Intelligence, Teacher Attitudes, Elementary Secondary Education, Higher Education, Foreign Countries

مصطلحات جغرافية: United States, Turkey, China, Australia, Canada, Croatia, Greece

مستخلص: Theoretical perspectives emphasize the relevance of teachers managing their emotions for positive teacher-student interactions and student outcomes (i.e., teaching effectiveness). Four largely distinct lines of research inspired by (1) Gross' process model of emotion regulation, the concepts of (2) coping, (3) emotional labor, and (4) emotional intelligence have tested this assumption empirically. Yet, the use of different terminology complicates reviewing the current state of knowledge. Thus, we suggest a theoretical integration and synthesize evidence across research traditions. A systematic literature search resulted in 68 relevant records. We identified typically adaptive external and internal strategies as well as expressive regulation and general regulation ability as the most prominent research topics across traditions. Our results revealed mostly negative relations between expressive regulation and teaching effectiveness, but in some instances expressive regulation appeared beneficial. We also found evidence of a positive correlation between teachers' external and internal regulation and their effectiveness, but most of these studies relied on teacher self-report questionnaires, hence, these results require cautious interpretation. In studies that went beyond teacher self-assessment and relied on student reports, classroom observations, or tests, general regulation ability also did not appear related to teaching effectiveness. Implications for theory and avenues for future research are discussed.

Abstractor: As Provided

المؤلفون: Bastian Carstensen, Markus Buts, Uta Klusmann

المصدر: Psychologie in Erziehung und Unterricht.

مصطلحات موضوعية: Developmental and Educational Psychology

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_________::575e8d981bdc57b95ed04550d7da5275Test
https://doi.org/10.2378/peu2023.art06dTest

المؤلفون: Karen Aldrup, Bastian Carstensen, Uta Klusmann

المصدر: Educational Psychology Review. 34:1177-1216

مصطلحات موضوعية: Developmental and Educational Psychology

الوصف: Teachers’ social-emotional competence has received increasing attention in educational psychology for about a decade and has been suggested to be an important prerequisite for the quality of teacher-student interactions and student outcomes. In this review, we will summarize the current state of knowledge about the association between one central component of teachers’ social-emotional competence—their empathy—with these indicators of teaching effectiveness. After all, empathy appears to be a particularly promising determinant for explaining high-quality teacher-student interactions, especially emotional support for students and, in turn, positive student development from a theoretical perspective. A systematic literature research yielded 41 records relevant for our article. Results indicated that teachers reporting more empathy with victims of bullying in hypothetical scenarios indicated a greater likelihood to intervene. However, there was neither consistent evidence for a relationship between teachers’ empathy and the degree to which they supported students emotionally in general, nor with classroom management, instructional support, or student outcomes. Notably, most studies asked teachers for a self-evaluation of their empathy, whereas assessments based on objective criteria were underrepresented. We discuss how these methodological decisions limit the conclusions we can draw from prior studies and outline perspective for future research in teachers’ empathy.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_________::60da97d605bae519a753340e80481cd5Test
https://doi.org/10.1007/s10648-021-09649-yTest

المؤلفون: Uta Klusmann, Karen Aldrup, Janina Roloff-Bruchmann, Bastian Carstensen, Gyde Wartenberg, Julia Hansen, Reiner Hanewinkel

المصدر: Teaching and teacher education. 121

مصطلحات موضوعية: Education

الوصف: We aimed to identify the levels of and changes in emotional exhaustion experienced by teachers and principals during the COVID-19 pandemic and pandemic-related stressors and resources. In a German sample of 2157 teachers and 374 principals, we found high levels and an increase of emotional exhaustion. Results from multi-group structural equation modeling analyses indicated that health concerns and workload were positively and social support negatively related to emotional exhaustion. Additional analyses of an open response question confirmed that teachers and principals experienced their work during the COVID-19 pandemic as predominantly stressful. These results indicate the importance of supporting both teachers and principals in reducing their exhaustion to help students overcome the consequences of the COVID-19 pandemic.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f0319c4b3b646566cb569dc8ce1f9f70Test
https://pubmed.ncbi.nlm.nih.gov/36247186Test

المؤلفون: Bastian Carstensen, Michaela Köller, Uta Klusmann

المصدر: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 51:1-15

مصطلحات موضوعية: 05 social sciences, Developmental and Educational Psychology, 0501 psychology and cognitive sciences, 050104 developmental & child psychology, Education

الوصف: Zusammenfassung. Der Lehrerberuf ist gekennzeichnet durch stetige soziale Interaktionen, deren erfolgreiche Bewältigung hohe Anforderungen an die sozial-emotionalen Fähigkeiten der Lehrkräfte stellt. Insbesondere zum Berufseinstieg werden Unterrichtsstörungen und soziale Konflikte als häufigste Stressoren erlebt. Die vorliegende Studie stellt ein theoretisch fundiertes Training sozial-emotionaler Kompetenz für Lehramtsstudierende vor, das auf die sozialen Herausforderungen des Berufs vorbereiten soll. Es umfasst die Vermittlung theoretischen Wissens und die Durchführung praktischer Übungen in den Bereichen Wissen über Emotionen, Regulation von Emotionen sowie soziale Fähigkeiten. Die Evaluation des 13 Sitzungen umfassenden Trainings wurde über ein quasi-experimentelles Prä-Post Design mit insgesamt N = 137 Studierenden in Trainings- ( N = 99) und Vergleichsgruppe ( N = 38) realisiert. Effekte des Trainings konnten in allen Bereichen nachgewiesen werden, wobei insbesondere die emotionale Selbstaufmerksamkeit (Wissen über Emotionen) und die Anwendung kognitiver Umbewertung (Regulation von Emotionen) zu nennen sind. Im Bereich soziale Fähigkeiten zeigte sich das Training lediglich für das Konfliktmanagement wirksam. Gemeinsam mit der großen Akzeptanz bei den Studierenden sprechen die Ergebnisse für den Nutzen der Implementierung solcher Programme in die universitäre Ausbildung von Lehrkräften.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_________::71ba3b3b4fde0846c33c4335b7ee6546Test
https://doi.org/10.1026/0049-8637/a000205Test

المؤلفون: Bastian, Carstensen, Uta, Klusmann

المصدر: The British journal of educational psychologyReferences. 91(1)

مصطلحات موضوعية: Social Skills, Assertiveness, Humans, Prospective Studies, School Teachers, Students

الوصف: Difficult social interactions with students are reported to be among the main stressors of beginning teachers, and although social competence has been suggested to represent a vital resource for their transition into practice and early-career adaptation, this assumption has rarely been empirically studied.We conducted two studies to investigate the predictive validity and development of prospective and beginning teachers' social competence. In Study 1, we examined, whether social competence predicts beginning teachers' emotional exhaustion. Study 2 investigated whether university teacher training contributes to social competence development among prospective teachers.The samples of both studies are based on large-scale assessments. Participants in Study 1 were 1,758 beginning teachers who had been tracked since their entry into university teacher training. Study 2 included 831 prospective teachers who were surveyed over a total period of two years.Data were analysed utilizing a structural equation modelling approach (Study 1) and latent change score modelling (Study 2).The results of Study 1 revealed that social competence negatively predicts emotional exhaustion. Further, beginning teachers' reports of classroom management functioned as a mediator within that relationship. According to the findings in Study 2, prospective teachers showed no significant enhancements of social competence within one year of university teacher training. However, there was a significant change considering the two-year interval.Social competence, as a predictor of occupational well-being, may constitute one important resource for the early-career adaptation of beginning teachers. However, efforts to promote social competence within university teacher training should be increased.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=pmid________::304d0e79202d2c9472995bdc24ce2488Test
https://pubmed.ncbi.nlm.nih.gov/32914428Test

المؤلفون: Karen Aldrup, Bastian Carstensen, Michaela M. Köller, Uta Klusmann

مصطلحات موضوعية: Applied Psychology, Clinical Psychology, Developmental and Educational Psychology, Neuroscience and Physiological Psychology, Organizational Behavioral Psychology, Personality, Social and Criminal Psychology, Gender Psychology, Health, Clinical and Counselling Psychology, Industrial and Organisational Psychology, Psychology not elsewhere classified, Psychology and Cognitive Sciences not elsewhere classified, social-emotional competence, emotion regulation, situational judgment test, teacher-student relationship, teacher well-being

الوصف: Teachers’ social-emotional competence is considered important in order to master the social and emotional challenges inherent in their profession and to build positive teacher-student relationships. In turn, this is key to both teachers’ occupational well-being and positive student development. Nonetheless, an instrument assessing the profession-specific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), which is a theory-based situational judgment test measuring teachers’ knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers’ general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers’ occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool.

العلاقة: https://figshare.com/articles/dataset/Table_1_Measuring_Teachers_Social-Emotional_Competence_Development_and_Validation_of_a_Situational_Judgment_Test_PDF/12388910Test

الإتاحة: https://doi.org/10.3389/fpsyg.2020.00892.s001Test
https://figshare.com/articles/dataset/Table_1_Measuring_Teachers_Social-Emotional_Competence_Development_and_Validation_of_a_Situational_Judgment_Test_PDF/12388910Test