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Preschool teachers’ cognitions, emotions, and tolerance toward children’s hypothetical social behaviors in the classroom
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Orientador(es)
Resumo(s)
Abstract: Teachers’ tolerance toward children’s social behaviors is, in part, guided by teachers’
cognitions and emotions. Few studies have examined the associations between teachers’ cognitions,
emotions, and tolerance toward children’s social behaviors. This study aimed to (1) describe the
cognitions, emotions, and tolerance of Portuguese preschool teachers toward children’s shy, physically
and relationally aggressive, rough-and-tumble play, exuberant, and unsociable behaviors at preschool,
depending on children’s sex; and (2) examine the direct and indirect associations (via teachers’
emotions) between teachers’ cognitions and tolerance toward children’s social behaviors, depending
on children’s sex. One hundred and seven preschool teachers completed the Child Behaviors
Vignettes. Preschool teachers displayed more negative views toward children’s physical and relational
aggression, reported positive perspectives toward children’s rough play and mixed attitudes toward
children’s exuberance, and differentiated shy from unsociable behaviors. Direct associations between
teachers’ cognitions and tolerance were found only for physical aggression. Teachers’ anticipation
of negative peer costs and academic performance appear to exert an indirect influence on teachers’
tolerance toward physical aggression and unsociability, via increased levels of worry. These findings
highlight the role of teachers’ emotions for tolerance toward children’s social behaviors and the need
to enhance their self-awareness.
Descrição
Palavras-chave
Preschool teachers Cognitions Emotions Tolerance Social behaviors
Contexto Educativo
Citação
Guedes, M., Veríssimo, M., & Santos, A. J. (2024). Preschool Teachers’ Cognitions, Emotions, and Tolerance toward Children’s Hypothetical Social Behaviors in the Classroom. European Journal of Investigation in Health, Psychology and Education, 14(1), 18–36. https://doi.org/10.3390/ejihpe14010002
Editora
Multidisciplinary Digital Publishing Institute (MDPI)