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Direct linkMelek Karaca; Oktay Bektas; Fulya Öner Armagan; Dürdane Tor – Psychology in the Schools, 2024
Preservice teachers' self-regulation skills are key to being role models to their students in gaining this affective skill. The study aims to develop a structural equation model (SEM) that shows the relationship between preservice science teachers' perceived role modeling and self-regulation skills. This study has been conducted using the…
Descriptors: Preservice Teachers, Science Teachers, Role Models, Self Control
Bailey, Craig S.; Ondrusek, Ashlin R.; Curby, Timothy W.; Denham, Susanne A. – Psychology in the Schools, 2022
Preschool teachers' consistency of warm, sensitive, and responsive interactions with children may be more important than average levels and may moderate the association between children's cognitive and emotion regulation and their preschool adjustment. A sample of 312 boys and girls aged 32-68 months in 44 classrooms at 16 privately-funded centers…
Descriptors: Teacher Student Relationship, Social Adjustment, Emotional Adjustment, Low Income Students
Uzuntiryaki-Kondakci, Esen; Kirbulut, Zubeyde Demet – Psychology in the Schools, 2016
The purpose of this study was to develop a Meta-Affective Trait Scale (MATS) to measure the meta-affective inclinations related to emotions that students have while they are studying for their classes. First, a pilot study was performed with 380 10th-grade students. Results of the exploratory factor analysis supported a two-factor structure of the…
Descriptors: Pilot Projects, High School Students, Measures (Individuals), Goodness of Fit
