Teacher Stress Predicts Child Executive Function: Moderation by School Poverty

Autor/inn/en	Neuenschwander, Regula; Friedman-Krauss, Allison; Raver, Cybele; Blair, Clancy
Titel	Teacher Stress Predicts Child Executive Function: Moderation by School Poverty
Quelle	In: Early Education and Development, 28 (2017) 7, S.880-900 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1287993
Schlagwörter	Teacher Student Relationship; Prediction; Stress Variables; Executive Function; Correlation; Educational Quality; Well Being; Metacognition; Low Income; Poverty; Disadvantaged Schools; Institutional Characteristics; Hierarchical Linear Modeling; Risk; Prosocial Behavior; Likert Scales; Kindergarten; Preschool Teachers; Classroom Observation Techniques; Task Analysis; Student Characteristics; Teacher Characteristics; Measures (Individuals); Classroom Techniques + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Vorhersage; Korrelation; Quality of education; Bildungsqualität; Well-being; Wellness; Wohlbefinden; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Niedriglohn; Armut; Risiko; Likert-Skala; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Aufgabenanalyse; Messdaten; Klassenführung
Abstract	Research Findings: Recent research has explored relations between classroom quality and child executive function (EF), but little is known about how teachers' well-being, including stress, relates to child EF--a crucial component of self-regulation. We hypothesized that teacher stress is negatively or curvilinearly related to child EF and classroom quality may be one mechanism explaining this relation. Furthermore, as working with young, low-income children may be particularly stressful, we tested the extent to which the relation between teacher stress and child EF varies by school-level poverty. Two-level hierarchical linear models using a sample of 171 kindergarten children and 33 teachers revealed a marginally significant linear relation between teacher stress and child EF (spring) controlling for baseline child EF (fall); there was no evidence for mediation by classroom quality. School-level poverty moderated the relation between teacher stress and child EF: Children attending low-poverty schools demonstrated smaller gains in EF when their teachers reported higher stress levels. However, in high-poverty schools high levels of teacher stress were not a risk factor for child EF. Practice or Policy: These novel findings are a first step to understanding how teachers' well-being relates to child EF across schools and have implications for supporting teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01