Martinsone Baiba, Supe Inga, Stokenberga Ieva, Damberga Ilze, Cefai Carmel, Camilleri Liberato, Bartolo Paul, O'Riordan Mollie Rose, Grazzani Ilaria
Department of Psychology, University of Latvia, Riga, Latvia.
Department of Psychology, University of Malta, Msida, Malta.
Front Psychol. 2022 Feb 3;12:760782. doi: 10.3389/fpsyg.2021.760782. eCollection 2021.
This paper addresses the role of social emotional competence in the emotional and behavioral problems and learning outcomes of preschool children based on their parents' and teachers' evaluations. In this study, we compared the perceptions of teachers and parents when evaluating the same child using the multi-informant assessment. First, the associations and differences between both the informant evaluations were investigated. Second, the correlation of the social emotional competence and emotional, and behavioral difficulties among preschool children was analyzed, separately addressing their parents' and teachers' evaluations. Third, the role of the preschool children's social emotional competence in their emotional and behavioral problems, and learning outcomes was investigated building the regression and mediation models. The sample consisted of 507 preschool children (3-6 years, mean age 4.85 years, SD 0.82) and their parents and teachers. Both informants completed the Strengths and Difficulties Questionnaire and Social Skills Improvement System Social-Emotional Learning Brief Scales, and teachers reported on each child's learning outcomes (by completing a three-item Learning outcomes measure). When comparing both informants' evaluations, positive associations were found between teacher and parental evaluations of prosocial behavior and emotional, and behavioral difficulties of preschool children, as well as self-management. Parents evaluated their children higher than teachers in conduct problems, hyperactivity, prosocial behavior, and total difficulty, while teachers evaluated children higher than parents in social emotional competence. According to teachers, the social emotional competence of preschool children was negatively correlated to all difficulty scales, and positively related to the prosocial behavior scale. The demographic variables, as well as parental socioeconomic status and children's belonging to a vulnerable group were not found to be significantly associated with the preschool children's learning outcomes. However, social emotional competence remains a significant variable in teacher-rated learning outcomes of preschool children even if sociodemographic variables are controlled. Our findings indicate that a higher level of social emotional competence and lower levels of social, emotional, and behavioral difficulties are related to a higher preschoolers' academic learning in their teachers' evaluation. This suggests the importance of early facilitation of social emotional competence as a key factor for academic success and more positive behavioral outcomes.
本文基于家长和教师的评价，探讨了社会情感能力在学龄前儿童情绪和行为问题以及学习成果中的作用。在本研究中，我们使用多 informant 评估方法，比较了教师和家长在评价同一个孩子时的看法。首先，调查了两种 informant 评价之间的关联和差异。其次，分别分析了学龄前儿童社会情感能力与情绪及行为困难之间的相关性，同时考虑了家长和教师的评价。第三，通过构建回归和中介模型，研究了学龄前儿童社会情感能力在其情绪和行为问题以及学习成果中的作用。样本包括 507 名学龄前儿童（3 - 6 岁，平均年龄 4.85 岁，标准差 0.82）及其家长和教师。两种 informant 都完成了优势与困难问卷和社会技能提升系统社会情感学习简短量表，教师报告了每个孩子的学习成果（通过完成一个三项学习成果测量）。在比较两种 informant 的评价时，发现教师和家长对学龄前儿童亲社会行为、情绪及行为困难以及自我管理的评价之间存在正相关。在品行问题、多动、亲社会行为和总体困难方面，家长对孩子的评价高于教师，而在社会情感能力方面，教师对孩子的评价高于家长。根据教师的评价，学龄前儿童的社会情感能力与所有困难量表呈负相关，与亲社会行为量表呈正相关。未发现人口统计学变量以及家长的社会经济地位和孩子是否属于弱势群体与学龄前儿童的学习成果有显著关联。然而，即使控制了社会人口统计学变量，社会情感能力在教师评价的学龄前儿童学习成果中仍然是一个显著变量。我们的研究结果表明，在教师评价中，较高水平的社会情感能力和较低水平的社会、情绪及行为困难与较高的学龄前儿童学业学习相关。这表明早期促进社会情感能力作为学业成功和更积极行为结果的关键因素的重要性。
