Negative emotionality, self-regulation behaviors, and the teacher-child relationship in preschool classrooms
Date
2012
Authors
Jackson, Hayley, author
Barrett, Karen, advisor
Morgan, George, committee member
Youngblade, Lise, committee member
Journal Title
Journal ISSN
Volume Title
Abstract
This study examines the relationship between levels of negative emotionality, quality of the teacher-child relationship, and self-regulation behaviors in preschool children ages 2.5-5 years (N= 67). It was expected that children with high levels of negative emotionality who experienced a close teacher-child relationship would have higher levels of self-regulation as compared to children with high negative emotionality who had a teacher-child relationship marked with distance or conflict. Negative emotionality and parentally reported self-regulation were assessed using the Child Behavior Questionnaire, teacher-child relationship was measured using the Student-Teacher Relationship Scale, and self-regulation behavior was observed using the Preschool Self -Regulation Assessment. Results were not supportive of the predicted relations among negative affect, student-teacher relationship, and self-regulation. Implications are discussed.