{"id":{"repo_id":"uic","oai_identifier":"oai:figshare.com:article/32993873"},"canonical_url":"https://search.dev.ndltd.org/etd/uic/oai:figshare.com:article/32993873","repository":{"repo_id":"uic","name":"University of Illinois - Chicago","base_url":"https://api.figshare.com/v2/oai"},"display":{"title":"Validating a Self-Report Measure of Emotion-Focused Teaching Practices in Early Childhood Education","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Allegra Hinojosa-Cabrera (21352172)"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-05-01T00:00:00Z","date_published":"2026-05-01T00:00:00Z","updated_at":"2026-07-27T21:33:39Z","subjects":["Psychology, Developmental","Education, Early Childhood"],"languages":[],"rights":["In Copyright"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://doi.org/10.25417/uic.32993873.v1","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Allegra Hinojosa-Cabrera (21352172)"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2026-05-01T00:00:00Z"]},{"key":"dc:relation","label":"Dc Relation","values":["https://figshare.com/articles/thesis/Validating_a_Self-Report_Measure_of_Emotion-Focused_Teaching_Practices_in_Early_Childhood_Education/32993873"]},{"key":"dc:type","label":"Dc Type","values":["Text","Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Developmental","Education, Early Childhood"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["10.25417/uic.32993873.v1"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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."]},{"key":"dc:title","label":"Title","values":["Validating a Self-Report Measure of Emotion-Focused Teaching Practices in Early Childhood Education"]}]}],"canonical_facts":{"dc:creator":["Allegra Hinojosa-Cabrera (21352172)"],"dc:date":["2026-05-01T00:00:00Z"],"dc:description":["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."],"dc:identifier":["10.25417/uic.32993873.v1"],"dc:relation":["https://figshare.com/articles/thesis/Validating_a_Self-Report_Measure_of_Emotion-Focused_Teaching_Practices_in_Early_Childhood_Education/32993873"],"dc:rights":["In Copyright"],"dc:subject":["Psychology, Developmental","Education, Early Childhood"],"dc:title":["Validating a Self-Report Measure of Emotion-Focused Teaching Practices in Early Childhood Education"],"dc:type":["Text","Thesis"]},"updated_at":"2026-07-27T21:33:39Z"}