Cargando…

Development and Validation of a Questionnaire to Measure Chinese Preschool Teachers’ Implementation of Social-Emotional Practices

We describe the development and validation of the Social-Emotional Teaching Practices Questionnaire-Chinese (SETP-C), a self-report instrument designed to gather information about Chinese preschool teachers’ implementation of social-emotional practices. Initially (study 1), 262 items for the SETP-C...

Descripción completa

Detalles Bibliográficos
Autores principales:	Luo, Li, Snyder, Patricia, Qiu, Yuxi, Huggins-Manley, Anne Corinne, Hong, Xiumin
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2021
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8460858/ https://www.ncbi.nlm.nih.gov/pubmed/34566776 http://dx.doi.org/10.3389/fpsyg.2021.699334

Ejemplares similares

Social Emotional Competence, Learning Outcomes, Emotional and Behavioral Difficulties of Preschool Children: Parent and Teacher Evaluations
por: Martinsone, Baiba, et al.
Publicado: (2022)

Exploring family educational involvement and social skills in Chinese preschoolers: The moderating role of parent-child relationship
por: Liu, Hao, et al.
Publicado: (2022)

Preschool Teachers’ Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model
por: Hong, Xiumin, et al.
Publicado: (2021)

Implicit theories of women preschool pre-service teachers and emotional intelligence
por: Gutiérrez-Cobo, María José, et al.
Publicado: (2023)

Preschool teachers’ psychological wellbeing, emotion regulation, and emotional responsiveness: a US-Korea comparison
por: Byun, Sooyeon, et al.
Publicado: (2023)

Chinese American Immigrant Parents' Socialization of Emotions in Bilingual Bicultural Preschool Children
por: Huang, Shirley, et al.
Publicado: (2021)

Social Avoidance and Social Adjustment: The Moderating Role of Emotion Regulation and Emotion Lability/Negativity Among Chinese Preschool Children
por: Zhu, Jingjing, et al.
Publicado: (2021)

Emotion Socialization in Teacher-Child Interaction: Teachers’ Responses to Children’s Negative Emotions
por: Cekaite, Asta, et al.
Publicado: (2019)

Relationship Between Emotional Labor and Mental Health in Preschool Teachers: Mediation of Psychological Capital
por: Hong, Yao, et al.
Publicado: (2022)

The Qingdao Preschooler Facial Expression Set: Acquisition and Validation of Chinese Children’s Facial Emotion Stimuli
por: Chen, Jie, et al.
Publicado: (2021)

Measuring Teachers’ Social-Emotional Competence: Development and Validation of a Situational Judgment Test
por: Aldrup, Karen, et al.
Publicado: (2020)

Emotional and behavioural problems in Swedish preschool children rated by preschool teachers with the Strengths and Difficulties Questionnaire (SDQ)
por: Gustafsson, Berit M., et al.
Publicado: (2017)

Cross-validation and modifications of the perceived mattering questionnaire—Physical education in Chinese inservice physical education teachers
por: Zhang, Xin, et al.
Publicado: (2022)

Measuring Language Teacher Emotion Regulation: Development and Validation of the Language Teacher Emotion Regulation Inventory at Workplace (LTERI)
por: Heydarnejad, Tahereh, et al.
Publicado: (2021)

Teaching Beliefs on Developmentally Appropriate Practice Among Chinese Preschool Teachers: The Role of Personality
por: Wong, Paul Yau-Ho
Publicado: (2019)

Child temperament and child-teacher relationship quality: Implications for children’s emotional functioning during preschool period
por: Susa-Erdogan, Georgiana, et al.
Publicado: (2022)

Correlation of Motor Competence and Social-Emotional Wellbeing in Preschool Children
por: Salaj, Sanja, et al.
Publicado: (2022)

Assessing preschoolers’ approaches to learning in the Chinese context: a scale for teacher-parent co-evaluation
por: Feng, Lina, et al.
Publicado: (2023)

Beginning EFL Teachers' Emotional Labor Strategies in the Chinese Context
por: Li, Hanxi, et al.
Publicado: (2021)

The Impact of Chinese EFL Teachers’ Emotion Regulation and Resilience on Their Success
por: Li, Ling, et al.
Publicado: (2022)

Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking
por: Zhang, Lawrence Jun, et al.
Publicado: (2022)

Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion
por: Alnahdi, Ghaleb H., et al.
Publicado: (2022)

Criterion and incremental validity of the emotion regulation questionnaire
por: Ioannidis, Christos A., et al.
Publicado: (2015)

Psychometric Properties and Rasch Validation of the Teachers’ Version of the Perception of Resources Questionnaire
por: Alnahdi, Ghaleb H., et al.
Publicado: (2021)

Validity evaluation of teacher’s core literacy questionnaire of public physical education
por: Zeng, Xiaojin, et al.
Publicado: (2022)

Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers
por: Chen, Jing, et al.
Publicado: (2020)

Preschool children’s negative affect and social skills in China: The moderating effect of the teacher–child relationship
por: Wang, Yingjie, et al.
Publicado: (2022)

A Study on Chinese EFL Teachers' Work Engagement: The Predictability Power of Emotion Regulation and Teacher Resilience
por: Xie, Fei
Publicado: (2021)

Teachers’ Burnout: The Role of Trait Emotional Intelligence and Social Support
por: Fiorilli, Caterina, et al.
Publicado: (2019)

Analysis of Emotion Regulation in Spanish Adolescents: Validation of the Emotion Regulation Questionnaire
por: Gómez-Ortiz, Olga, et al.
Publicado: (2016)

Early childhood teachers’ professional learning about ICT implementation in kindergarten curriculum: A qualitative exploratory study in China
por: Yang, Tian, et al.
Publicado: (2022)

Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis
por: Oliveira, Sofia, et al.
Publicado: (2021)

Teachers’ Responses to Bullying Questionnaire: A Validation Study in Two Educational Contexts
por: van Gils, Fleur Elisabeth, et al.
Publicado: (2022)

Reliability and Validity of the German Version of the Emotional Style Questionnaire
por: Jekauc, Darko, et al.
Publicado: (2021)

Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment
por: Vissers, Constance, et al.
Publicado: (2016)

Preschool teachers’ STEM pedagogical content knowledge: A comparative study of teachers in Greece and Turkey
por: Gözüm, Ali İbrahim Can, et al.
Publicado: (2022)

Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors
por: Lin, Xunyi, et al.
Publicado: (2021)

The relationship between Chinese preschool principal leadership styles and teacher leadership: Exploring the mediating effect of psychological capital
por: Zhang, Limin, et al.
Publicado: (2022)

What are the core features of professional learning community in Chinese preschool teachers’ perspectives: based on grounded theory analysis
por: Yang, Jia, et al.
Publicado: (2023)

Teacher emotion and pedagogical decision-making in ESP teaching in a Chinese University
por: Zhao, Hua, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_7j7avki3f2lr4ueosgtfabo7m6