TY - JOUR
T1 - Developing a measure of educator self-efficacy around emotion co-regulation
AU - Lindstrom Johnson, Sarah
AU - Meléndez Guevara, Ana Maria
AU - Preves, Ashley
N1 - Publisher Copyright:
Copyright © 2023 Lindstrom Johnson, Meléndez Guevara and Preves.
PY - 2023
Y1 - 2023
N2 - Introduction: Research suggests that one of the most pervasive consequences of traumatic events is the resulting dysregulation of emotions. Educators, including teachers, administrators, and student services staff, are instrumental in supporting students as they navigate overwhelming emotions by modeling and teaching skills to regulate emotional states (i.e., emotion co-regulation). Given the saliency of emotion co-regulation within educational contexts, this study presents the development and preliminary psychometric exploration of a measure of educator self-efficacy for co-regulation. Methods: We examined differences by educator characteristics (gender, professional experience, role in the school) as well as previous training in trauma-informed approaches and culturally responsive strategies. Results and discussion: Preliminary findings support the measure to be reliable and valid, with construct validity supported by positive associations to other theoretically applicable constructs such as culturally responsive strategies, as well as educator characteristics such as professional experience and role. However, a lack of association with trauma-informed training, suggests the need for additional research into supporting emotion co-regulation self-efficacy for educators.
AB - Introduction: Research suggests that one of the most pervasive consequences of traumatic events is the resulting dysregulation of emotions. Educators, including teachers, administrators, and student services staff, are instrumental in supporting students as they navigate overwhelming emotions by modeling and teaching skills to regulate emotional states (i.e., emotion co-regulation). Given the saliency of emotion co-regulation within educational contexts, this study presents the development and preliminary psychometric exploration of a measure of educator self-efficacy for co-regulation. Methods: We examined differences by educator characteristics (gender, professional experience, role in the school) as well as previous training in trauma-informed approaches and culturally responsive strategies. Results and discussion: Preliminary findings support the measure to be reliable and valid, with construct validity supported by positive associations to other theoretically applicable constructs such as culturally responsive strategies, as well as educator characteristics such as professional experience and role. However, a lack of association with trauma-informed training, suggests the need for additional research into supporting emotion co-regulation self-efficacy for educators.
KW - emotional and social development
KW - equity
KW - student–teacher relationships
KW - supportive classroom environment
KW - trauma
UR - http://www.scopus.com/inward/record.url?scp=85165017318&partnerID=8YFLogxK
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U2 - 10.3389/feduc.2023.1181004
DO - 10.3389/feduc.2023.1181004
M3 - Article
AN - SCOPUS:85165017318
SN - 2504-284X
VL - 8
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 1181004
ER -