Preschool teachers’ cognitions, emotions, and tolerance toward children’s hypothetical social behaviors in the classroom
Teachers’ tolerance toward children’s social behaviors is, in part, guided by teachers’ cognitions and emotions. Few studies have examined the associations between teachers’ cognitions, emotions, and tolerance toward children’s social behaviors. This study aimed to (1) describe the cognitions, em...
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| Lenguaje: | inglés |
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2024
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| author | Guedes, Maryse Veríssimo, Manuela Santos, António J. |
| author_browse | Guedes, Maryse Santos, António J. Veríssimo, Manuela |
| author_facet | Guedes, Maryse Veríssimo, Manuela Santos, António J. |
| author_sort | Guedes, Maryse |
| building | Dialnet |
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| description | Teachers’ tolerance toward children’s social behaviors is, in part, guided by teachers’
cognitions and emotions. Few studies have examined the associations between teachers’ cognitions,
emotions, and tolerance toward children’s social behaviors. This study aimed to (1) describe the
cognitions, emotions, and tolerance of Portuguese preschool teachers toward children’s shy, physically
and relationally aggressive, rough-and-tumble play, exuberant, and unsociable behaviors at preschool,
depending on children’s sex; and (2) examine the direct and indirect associations (via teachers’
emotions) between teachers’ cognitions and tolerance toward children’s social behaviors, depending
on children’s sex. One hundred and seven preschool teachers completed the Child Behaviors
Vignettes. Preschool teachers displayed more negative views toward children’s physical and relational
aggression, reported positive perspectives toward children’s rough play and mixed attitudes toward
children’s exuberance, and differentiated shy from unsociable behaviors. Direct associations between
teachers’ cognitions and tolerance were found only for physical aggression. Teachers’ anticipation
of negative peer costs and academic performance appear to exert an indirect influence on teachers’
tolerance toward physical aggression and unsociability, via increased levels of worry. These findings
highlight the role of teachers’ emotions for tolerance toward children’s social behaviors and the need
to enhance their self-awareness. |
| first_indexed | 2026-10-16T10:37:54Z |
| format | Article |
| fullrecord | <oai_dc:dc xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><identifier>dialnet-ART0001648564</identifier><datestamp>2024-01-10</datestamp><dc:title>Preschool teachers’ cognitions, emotions, and tolerance toward children’s hypothetical social behaviors in the classroom</dc:title><dc:creator>Guedes, Maryse</dc:creator><dc:creator>Veríssimo, Manuela</dc:creator><dc:creator>Santos, António J.</dc:creator><dc:subject>preschool teachers</dc:subject><dc:subject>cognitions</dc:subject><dc:subject>emotions</dc:subject><dc:subject>tolerance</dc:subject><dc:subject>social behaviors</dc:subject><dc:description>Teachers’ tolerance toward children’s social behaviors is, in part, guided by teachers’
cognitions and emotions. Few studies have examined the associations between teachers’ cognitions,
emotions, and tolerance toward children’s social behaviors. This study aimed to (1) describe the
cognitions, emotions, and tolerance of Portuguese preschool teachers toward children’s shy, physically
and relationally aggressive, rough-and-tumble play, exuberant, and unsociable behaviors at preschool,
depending on children’s sex; and (2) examine the direct and indirect associations (via teachers’
emotions) between teachers’ cognitions and tolerance toward children’s social behaviors, depending
on children’s sex. One hundred and seven preschool teachers completed the Child Behaviors
Vignettes. Preschool teachers displayed more negative views toward children’s physical and relational
aggression, reported positive perspectives toward children’s rough play and mixed attitudes toward
children’s exuberance, and differentiated shy from unsociable behaviors. Direct associations between
teachers’ cognitions and tolerance were found only for physical aggression. Teachers’ anticipation
of negative peer costs and academic performance appear to exert an indirect influence on teachers’
tolerance toward physical aggression and unsociability, via increased levels of worry. These findings
highlight the role of teachers’ emotions for tolerance toward children’s social behaviors and the need
to enhance their self-awareness.</dc:description><dc:date>2024</dc:date><dc:type>text (article)</dc:type><dc:format>application/pdf</dc:format><dc:identifier>https://dialnet.unirioja.es/servlet/oaiart?codigo=9240001</dc:identifier><dc:identifier>(Revista) ISSN 2254-9625</dc:identifier><dc:identifier>(Revista) ISSN 2174-8144</dc:identifier><dc:source>EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, Vol. 14, Nº. 1, 2024, pags. 18-36</dc:source><dc:language>eng</dc:language><dc:rights>LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI</dc:rights></oai_dc:dc> |
| id | dialnet-ART0001648564 |
| institution | Dialnet |
| language | eng |
| last_indexed | 2026-10-16T10:37:54Z |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| record_format | oai_dc |
| spelling | dialnet-ART00016485642024-01-10Preschool teachers’ cognitions, emotions, and tolerance toward children’s hypothetical social behaviors in the classroomGuedes, MaryseVeríssimo, ManuelaSantos, António J.preschool teacherscognitionsemotionstolerancesocial behaviorsTeachers’ tolerance toward children’s social behaviors is, in part, guided by teachers’ cognitions and emotions. Few studies have examined the associations between teachers’ cognitions, emotions, and tolerance toward children’s social behaviors. This study aimed to (1) describe the cognitions, emotions, and tolerance of Portuguese preschool teachers toward children’s shy, physically and relationally aggressive, rough-and-tumble play, exuberant, and unsociable behaviors at preschool, depending on children’s sex; and (2) examine the direct and indirect associations (via teachers’ emotions) between teachers’ cognitions and tolerance toward children’s social behaviors, depending on children’s sex. One hundred and seven preschool teachers completed the Child Behaviors Vignettes. Preschool teachers displayed more negative views toward children’s physical and relational aggression, reported positive perspectives toward children’s rough play and mixed attitudes toward children’s exuberance, and differentiated shy from unsociable behaviors. Direct associations between teachers’ cognitions and tolerance were found only for physical aggression. Teachers’ anticipation of negative peer costs and academic performance appear to exert an indirect influence on teachers’ tolerance toward physical aggression and unsociability, via increased levels of worry. These findings highlight the role of teachers’ emotions for tolerance toward children’s social behaviors and the need to enhance their self-awareness.2024text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=9240001(Revista) ISSN 2254-9625(Revista) ISSN 2174-8144EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, Vol. 14, Nº. 1, 2024, pags. 18-36engLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI |
| spellingShingle | preschool teachers cognitions emotions tolerance social behaviors Guedes, Maryse Veríssimo, Manuela Santos, António J. Preschool teachers’ cognitions, emotions, and tolerance toward children’s hypothetical social behaviors in the classroom |
| title | Preschool teachers’ cognitions, emotions, and tolerance toward children’s hypothetical social behaviors in the classroom |
| title_full | Preschool teachers’ cognitions, emotions, and tolerance toward children’s hypothetical social behaviors in the classroom |
| title_fullStr | Preschool teachers’ cognitions, emotions, and tolerance toward children’s hypothetical social behaviors in the classroom |
| title_full_unstemmed | Preschool teachers’ cognitions, emotions, and tolerance toward children’s hypothetical social behaviors in the classroom |
| title_short | Preschool teachers’ cognitions, emotions, and tolerance toward children’s hypothetical social behaviors in the classroom |
| title_sort | preschool teachers cognitions emotions and tolerance toward children s hypothetical social behaviors in the classroom |
| topic | preschool teachers cognitions emotions tolerance social behaviors |
| url | https://dialnet.unirioja.es/servlet/oaiart?codigo=9240001 |
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