Students' other-oriented cognitions: The roles of teachers' emotional competence and classroom social support in a Greek sample

被引:4
作者
Poulou, Maria S. [1 ,3 ]
Garner, Pamela [2 ]
机构
[1] Univ Patras, Patras, Greece
[2] George Mason Univ, Fairfax, VA USA
[3] Univ Patras, Dept Educ Sci & Early Childhood Educ, Rion 26504, Patras, Greece
关键词
teachers' emotional intelligence; social and emotional learning beliefs; positive support; prosocial goals; perspective taking; empathic concern; JOB-SATISFACTION; PROFESSIONAL COMPETENCE; PROSOCIAL BEHAVIOR; SCHOOL CLIMATE; MIDDLE SCHOOL; SELF-ESTEEM; INTELLIGENCE; PERCEPTIONS; EMPATHY; BELIEFS;
D O I
10.1177/01430343231216972
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
The current study examined whether the extent to which students perceived their teachers provided positive support influenced associations between teachers' emotional intelligence and social emotional learning (SEL) beliefs and multiple dimensions of students' other-oriented cognitions (i.e., perspective taking empathetic concern, and prosocial motivations and goals). Forty-three fifth-grade and sixth-grade teachers from 12 Greek elementary schools and 353 students (192 boys) were participants. The majority of students were White and of Greek nationality. Teachers' emotional intelligence was associated positively with students' empathic concern and prosocial goals. However, the association between teachers' emotional intelligence was related negatively to students' perspective taking skills, but only when students reported receiving less positive support from their teachers. Conversely, when students reported high levels of positive teacher support, teachers' comfort with SEL teaching practices was related positively to students' prosocial goals. Findings also highlighted differences in Greek teachers' emotional intelligence and comfort with and commitment to SEL teaching practices as compared to those reported in other countries. Additionally, girls rated themselves as higher in empathetic concern than did boys. Implications for teacher training and professional development that support teachers and students' SEL are discussed.
引用
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页码:545 / 568
页数:24
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