Dialectical thinking support is positively associated with teachers' emotional scaffolding, reported for the first time¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Higher DTS scores correlate with Modeling of Emotional Expressiveness (r = 0.546, p = .009), Teaching about Emotions (r = 0.729, p = .000) and overall emotion socialization scaffolding (r = 0.676, p = .001). → 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 · i2 · associational · r1

Spearman correlations across 22 kindergarten groups; the article states this is the first time associations between dialectical thinking support and emotional scaffolding were revealed. The strongest link is "Teaching about Emotions (r = 0.729, p = .000)".

"The higher the score on the Scale of Dialectical Thinking Support, the more often Modeling of Emotional Expressiveness (r = 0.546 p = .009); Teaching about Emotions (r = 0.729, p = .000); and emotion socialization scaffolding in general (r = 0.676, p = .001) were observed"

Discussion¶

Related Claims¶

• Higher overall ECERS-R classroom quality is positively correlated with Modeling of Emotional Expressiveness and total ESOS score — related
• Better emotional scaffolding is associated with higher ECERS-R Interaction scores — 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
• Teaching about Emotions is positively associated with ECERS-R Space and Furnishings quality in kindergarten groups — related