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
dc.contributor.author | Etchebehere, Gabriela | |
dc.contributor.author | Crego, Antonio | |
dc.contributor.author | Martínez-Iñigo, David | |
dc.date.accessioned | 2023-09-27T11:29:23Z | |
dc.date.available | 2023-09-27T11:29:23Z | |
dc.date.issued | 2023 | |
dc.description | 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. | es |
dc.description.abstract | 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. | es |
dc.identifier.citation | 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 | es |
dc.identifier.doi | 10.1007/s13158-023-00363-0 | es |
dc.identifier.issn | 1878-4658 | |
dc.identifier.uri | https://hdl.handle.net/10115/24574 | |
dc.language.iso | eng | es |
dc.publisher | Springer | es |
dc.rights | Atribución 4.0 Internacional | * |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | Childhood rights | es |
dc.subject | Progressive autonomy | es |
dc.subject | Interpersonal afect regulation | es |
dc.subject | Job well-being | es |
dc.subject | Emotional exhaustion | es |
dc.subject | Psychosomatic symptoms | es |
dc.title | 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 | es |
dc.type | info:eu-repo/semantics/article | es |
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