Validating a Self-Report Measure of Emotion-Focused Teaching Practices in Early Childhood Education

Early childhood educators are critical in facilitating emotional socialization in educational settings. The Emotional Socialization Theory (Eisenberg et al., 1998) outlines the three dimensions of emotion socialization practices – Modeling (expressing emotions), Responding (reactions to emotions), and Instructing (discussions of emotions). There is minimal information on valid and reliable instruments that measure the emotion-focused teaching practices of educators, limiting our understanding of emotion socialization in the classrooms and the professional development needs related to emotion-focused teaching. This study aims to validate a self-report measure (Emotion Teaching Rating Scale – Self Report) that assesses teachers perceived use of emotion-focused teaching strategies, including Modeling, Responding, and Instructing domains. The self-report was administered to teachers enrolled in a licensure program at an urban public university in the Midwest (n = 83). Results from these analyses demonstrate good reliability of the Emotion Teaching Rating Scale – Self Report and some evidence of convergent validity with other emotion-related teacher measures. Findings from this study advise the recommendations for measurement improvement and can inform the design of professional development and resources on emotion-focused teaching practices.

Author dc:creator

• Allegra Hinojosa-Cabrera (21352172)

• Psychology, Developmental
• Education, Early Childhood

Statement dc:rights

• In Copyright

DOI dc:identifier

https://doi.org/10.25417/uic.32993873.v1

OAI identifier oai:identifier

oai:figshare.com:article/32993873