Higher overall ECERS-R classroom quality is positively correlated with Modeling of Emotional Expressiveness and total ESOS score¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i1 small
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Higher overall ECERS-R quality correlates with Modeling of Emotional Expressiveness (r = 0.430, p = .046) and with the ESOS Final score (r = 0.423, p = .050). → Veraksa N.E. 2021

Evidence¶

Veraksa N.E. 2021¶

Veraksa N.E., Airapetyan Z.V., Krasheninnikov-Khait E.E. & Gavrilova M.N. (2021). Associations between emotional scaffolding, classroom quality and dialectical thinking support in kindergarten. Cypriot Journal of Educational Science. 16(5), 2091-2099. https://doi.org/10.18844/cjes.v16i5.6224

q2 · i1 · associational · r1

Spearman correlations in the 22-group observational sample; the article reports "Modeling of Emotional Expressiveness (r = 0.430, p = .046)" and "the higher the Final score (r = 0.423, p = .050)". Both p-values sit at or near the .05 threshold.

"The higher classroom quality on ECERS -R in general, the better the emotional scaffolding is organized on Modeling of Emotional Expressiveness (r = 0.430, p = .046) and the higher the Final score (r = 0.423, p = .050)"

Discussion¶

Related Claims¶

• Teaching about Emotions is positively associated with ECERS-R Space and Furnishings quality in kindergarten groups — related
• In observed groups, Reactions to Children's Emotions was the most common scaffolding subscale, and ECERS-R Interactions rated high while Activities rated low — related
• Better emotional scaffolding is associated with higher ECERS-R Interaction scores — related
• Dialectical thinking support is positively associated with teachers' emotional scaffolding, reported for the first time — related