Do the Behaviors of Early Childhood Education Teachers Promote Children's Progressive Autonomy? The Role of Interpersonal Emotional Regulation and its Consequences for Teachers' Occupational Well-Being
Fecha
2023
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Springer
Resumen
Despite its centrality within the Convention on the Rights of the Child, teachers’
behaviors promoting progressive autonomy, the psychological processes involved
in their implementation and their consequences for teachers’ well-being has been
neglected. Two studies assess early childhood teachers’ promoting progressive
autonomy behaviors and their relationship with their strategies to regulate children’s
emotions and their own job well-being. Overall, results support the presence of a
virtuous circle where teachers use of strategies improving children’s emotions is
associated to higher levels of progressive autonomy promotion and job well-being
which in turn has been related to willingness to use afect improvement strategies.
Descripción
Acknowledgements
The authors are grateful for the support of the Agency Spanish for International Cooperation for the Development, Ministry of Foreign Affairs and Cooperation, Government of Spain, through funding of the Cooperation Project Interuniversity A1/035232/11. They also appreciate the collaboration of the Faculty of Psychology of the University of Republic of Uruguay in the implementation of the study through the Research Center in Occupational Health Psychology, Innovation and Organizational Change (CIPSOICO), and by Ministry of the Interior of the Republic of Uruguay for facilitating access to participants in the study.
Funding
Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature.
Citación
Etchebehere, G., Crego, A. & Martínez-Iñigo, D. Do the Behaviors of Early Childhood Education Teachers Promote Children's Progressive Autonomy? The Role of Interpersonal Emotional Regulation and its Consequences for Teachers' Occupational Well-Being. IJEC (2023). https://doi.org/10.1007/s13158-023-00363-0
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