Attention to Student Needs Mediates the Relationship between Teacher Emotional Intelligence and Student Misconduct in the Classroom

Autor/inn/en	Nizielski, Sophia; Hallum, Suhair; Lopes, Paulo N.; Schutz, Astrid
Titel	Attention to Student Needs Mediates the Relationship between Teacher Emotional Intelligence and Student Misconduct in the Classroom
Quelle	In: Journal of Psychoeducational Assessment, 30 (2012) 4, S.320-329 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282912449439
Schlagwörter	Student Needs; Emotional Intelligence; Teacher Student Relationship; Teacher Selection; Behavior Problems; Student Behavior; Correlation; Role; Classroom Environment; Interaction; Teacher Education; Foreign Countries; Measures (Individuals); Elementary School Teachers; Secondary School Teachers; Syria + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten; Korrelation; Rollen; Klassenklima; Unterrichtsklima; Interaktion; Lehrerausbildung; Lehrerbildung; Ausland; Messdaten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Syrien
Abstract	Understanding the relationship between teacher Emotional intelligence (EI) and student misconduct was the goal of this research. We hypothesized that teachers high in EI tend to establish good working relationships with students by being attentive to their students' needs. In a sample of 300 Syrian teachers, EI was assessed with the Wong and Law Emotional Intelligence scale (WLEIS; Wong & Law, 2002). Results showed that teachers' perceived EI was negatively related to student misconduct and that this relationship was mediated by teachers' attention to student needs. Our findings highlight the role of teachers' EI in shaping social interactions in the classroom and lead to some practical implications for teacher selection and training. (Contains 2 tables, 1 figure, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10