Temperament and social adjustment in first grade: the moderating role of teacher sensitivity

Name: Temperament and social adjustment in first grade: the moderating role of teacher sensitivity
Author: Frohn, S. R., Acar, İbrahim Hakkı, Rudasill, K. M., Buhs, E. S., Perez-Gonzalez, S.

İsim	Temperament and social adjustment in first grade: the moderating role of teacher sensitivity
Yazar	Frohn, S. R., Acar, İbrahim Hakkı, Rudasill, K. M., Buhs, E. S., Perez-Gonzalez, S.
Basım Tarihi:	2021
Basım Yeri	- Taylor & Francis
Konu	Temperament, Teacher sensitivity, Children, Social adjustment, Differential susceptibility
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	0300-4430
Kayıt Numarası	830436e9-7d77-4087-8530-057bda40f07f
Lokasyon	Psychology
Tarih	2021
Örnek Metin	The present study examined teacher sensitivity as a potential moderator of the relationship between children's temperament in infancy and their social development in first grade. Using data from the Study of Early Child Care and Youth Development (NICHD SECCYD), we found that first grade teachers who were sensitive and responsive to students' individual needs tended to have a buffering effect against poor peer interactions during unstructured play for children with difficult temperament. Furthermore, for children low in temperamental approach, greater teacher sensitivity was linked to more positive peer interactions. Greater teacher sensitivity was also related to fewer negative peer interactions for children rated high in negative affect and low in adaptability. Our findings suggest teacher sensitivity is an important factor in young children's social development, and may be particularly beneficial to children at temperamental risk for poor social adjustment.
DOI	10.1080/03004430.2019.1656618
Cilt	191

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Temperament and social adjustment in first grade: the moderating role of teacher sensitivity

Yazar Frohn, S. R., Acar, İbrahim Hakkı, Rudasill, K. M., Buhs, E. S., Perez-Gonzalez, S.

Basım Tarihi 2021

Basım Yeri - Taylor & Francis

Konu Temperament, Teacher sensitivity, Children, Social adjustment, Differential susceptibility

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 0300-4430

Kayıt Numarası 830436e9-7d77-4087-8530-057bda40f07f

Lokasyon Psychology

Tarih 2021

Örnek Metin The present study examined teacher sensitivity as a potential moderator of the relationship between children's temperament in infancy and their social development in first grade. Using data from the Study of Early Child Care and Youth Development (NICHD SECCYD), we found that first grade teachers who were sensitive and responsive to students' individual needs tended to have a buffering effect against poor peer interactions during unstructured play for children with difficult temperament. Furthermore, for children low in temperamental approach, greater teacher sensitivity was linked to more positive peer interactions. Greater teacher sensitivity was also related to fewer negative peer interactions for children rated high in negative affect and low in adaptability. Our findings suggest teacher sensitivity is an important factor in young children's social development, and may be particularly beneficial to children at temperamental risk for poor social adjustment.

DOI 10.1080/03004430.2019.1656618

Cilt 191