85 research outputs found
Ook lief zijn tegen lastige kleuters (interview met Didactief)
No full textEen goed begin is het halve werk: kleuters met positieve schoolervaringen nemen dat mee naar de volgende leerjaren en deze ervaringen komen hun leerresultaten ten goede. Maar die positieve start is niet voor alle kinderen vanzelfsprekend. Jantine Spilt deed onderzoek naar de relatie tussen leerkracht en gedragsmoeilijke kleuters.status: Publishe
Appendix_B – Supplemental material for Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview
No full textSupplemental material, Appendix_B for Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview by Anne-Katrien Koenen, Eleonora Vervoort, Karine Verschueren and Jantine L. Spilt in Journal of Psychoeducational Assessment</p
Appendix_A – Supplemental material for Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview
No full textSupplemental material, Appendix_A for Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview by Anne-Katrien Koenen, Eleonora Vervoort, Karine Verschueren and Jantine L. Spilt in Journal of Psychoeducational Assessment</p
Binnenstebuiten: De rol van mentale representaties van leerkrachten in hun relaties met individuele leerlingen
No full textTeachers interact daily with students of their class and internalize these experiences into mental representations of relationships with individual students (Pianta et al., 2003). Teachers' mental representation of the relationships with individual students may automatically impact teachers' affective and cognitive social information processing thereby influencing their emotions, cognitions, and behavioral responses toward individual students (Pianta, 1999; Spilt et al., 2011). Therefore, insight in teachers' mental representations of dyadic relationships with their students is important to increase the understanding of teacher-student interactions. Especially when teachers' mental representations are negative, an adverse impact on daily teacher-student interactions can be expected (Pianta, 1999).
The present dissertation aimed to elucidate the constructs of and the associations between teachers' mental representations of teacher-student relationships, and teachers' emotions, cognitions, and behavioral sensitivity in everyday interactions. In three parts, different studies used different measurements (cf. affective priming, narratives, observations, questionnaires) in order to grasp what is going on in a teacher's mind. Part I focused on teachers' mental representations of relationships with individual students. The first study aimed at providing experimental evidence on teachers' mental representations of dyadic relationships (Chapter 2). The second study aimed at validating a narrative interview technique to tap into these mental representations (Chapter 3), in order to use this method in the third study as part of an intervention for student teachers in their final internship (Chapter 4). Part II focused on teachers' daily negative emotions with a specific student. The development and the correlates of these dyadic negative emotions of teachers were examined (Chapter 5), as well as its impact on teacher behavioral sensitivity toward the student in a cognitive and an emotionally challenging task (Chapter 6). In Part III, to use a more classroom wide approach, the last study qualitatively investigated teachers' narratives about their mental representations of all their dyadic teacher-student relationships in the context of peer group relationships in the classroom (Chapter 7). More than half of the studies were conducted in special primary education, addressing teachers' relationships with the most vulnerable students who are in extra need of emotional support of their teachers to buffer negative outcomes. Our results suggests that making teachers more aware of the influence of mental representations on everyday interactions with students may establish more caring and positive relationships with their students.status: Publishe
The effects of LLInC on teachers' emotions, self-efficacy beliefs and attributions: a multiple case study
No full textTeachers develop a unique relationship with each of their students. According to attachment theory, teachers internalize their daily experiences and interactions with students in so called mental representations (Pianta, Hamre, & Stuhlman, 2003), which are automatically activated in daily interactions. These mental representations color the interpretations of the teacher and guide both their emotions and behavior in interaction with the student. This can lead to a negative vicious circle were the interpretations and reactions of the teacher and the problem behavior of the student strengthen each other. In these cases, intervention may be needed. When targeting the teacher-student relationship, Pianta (1999) argues to focus on these mental representations rather than teacher behavior.
One intervention targeting these mental representations, is LLInC (in Dutch: Leerkracht Leerling Interactie Coaching, or: Teacher Student Interaction Coaching; Koomen & Spilt, 2010-2017). LLInC uses relationship-focused reflection and was previously referred to as the “Relationship-Focused Reflection Program” (RFRP; Spilt, Koomen, Thijs, & van der Leij, 2012). The goal of LLInC is to help teachers attain mental representations of the relationship that are positive, flexible and differentiated, through a guided reflective process. Earlier research supports the idea that relationship-focused reflection, and LLInC in particular, can foster positive relationship perceptions in teachers (Bosman, de Jong, & Koomen, submitted; Bosman, Zee, de Jong, & Koomen, submitted; Koenen, de Vroey, Kelchtermans, & Spilt, in revision; Spilt et al., 2012) as well as increase teachers’ positive emotions (Koenen et al., in revision) and feelings of self-efficacy (Bosman, Zee, et al., submitted). We build upon this research and will evaluate the intervention LLInC in 'real-life' circumstances, including school consultants from the field as LLInC-coaches
De leerling: daar doen we het voor! Leerkrachten ondersteunen in hun relaties met gedragsmoeilijke leerlingen
No full textRelaties met kinderen zijn een wezenlijk onderdeel van het beroepsleven van een leerkracht. De verbondenheid met leerlingen geeft leerkrachten voldoening. Leerkrachten ontlenen er kracht aan. Conflictueuze relaties daarentegen ondermijnen de behoefte aan verbondenheid en veroorzaken onzekerheid en stress. Waarom zijn conflictueuze relaties zo stresserend? Wat gaat er mis? En vooral ook: Wat hebben leerkrachten nodig die vastgelopen zijn met een leerling?status: Publishe
Sociaal-emotionele competentie bij basisschoolleerlingen: Assessment, effecten van de EMOSCOOP interventie en de rol van betrokkenheid
No full textThe project seeks to improve the understanding of primary school pupil's socioemotional competence and conditions for its development. The research has three objectives. Firstly, it investigates the psychometric properties of a newly-developed socioemotional understanding test called the Domino Test for Socioemotional Understanding (DOTSEMU). Secondly, it examines the impact of the intervention aimed at developing socioemotional competence in primary school pupils - the EMOscope. Lastly, it investigates the role of activity-specific engagement in developing children's socioemotional competence during the EMOscope intervention. The project from the start is being inspired by the conceptual framework and instruments developed at the Research Centre for Experiential Education. The thesis consists of three articles, each of them addresses one of the below-mentioned specific research aims.
In the first study, the validity and the reliability of the Domino Test for Socioemotional Understanding (DOTSEMU) was verified. The DOTSEMU is a performance-based measure that assesses children's ability to understand human behavior and emotions in a social context. Children are asked to create story lines from two sets of pictures, to describe them and to name emotions experienced by three characters of each story. To examine the psychometric properties of the test, the study was conducted in the school year 2014/2015 in six third grade classes of Polish primary schools. Results suggested that the reliability of the DOTSEMU was acceptable. Moreover, the test explained unique variance in children's outcomes, taking into account another validated and performance-based measure of emotional awareness. Overall, the study provided first evidence that the DOTSEMU assesses socioemotional understanding and contributes to the prediction of behavioral (mal)adjustment in children.
The aim of the second study was to investigate the impact of the EMOscope intervention. The intervention is based on the set of materials developed at the Research Centre for Experiential Education that helps children to reflect on their emotions and on emotions of other people. To investigate the effects of the EMOscope intervention, a quasi-experimental design with the pre and post-test was used. This study was conducted in the school year 2014/2015. The sample comprised sixteen third grades of Polish primary schools. Eight classes were assigned to the control, eight to the experimental condition. In the experimental classes five sessions with the educational set EMOscope were conducted by teachers. Data were collected with questionnaires for teachers and with performance-based tests and peer nominations. Multilevel regression analysis revealed that children in the experimental condition improved significantly on their test scores on emotional self-and other-awareness and on social understanding. Moreover, they decreased in teacher-rated hyperactivity, conduct problems and total difficulties. No effects were found, however, on teacher-rated pro-social behavior, emotional problems and peer problems, and peer-rated cooperative behavior.
The third study investigates the role of activity-specific engagement in developing children's socioemotional competence during the EMOscope intervention. To address this aim, a part of the data collected from the intervention study with the EMOscope was used. To examine the role of engagement during the EMOscope, observations of children were performed live in classrooms. The study confirmed that children were highly engaged during the intervention and that engagement was higher in girls. Moreover, children's engagement was the highest during the last session of the intervention. Unexpectedly, the multilevel regression analysis revealed that engagement negatively predicted teacher-rated pro-social behavior and positively teacher-rated conduct problems at post-test. However, engagement positively predicted peer-rated cooperative behavior at post-test. No effects of engagement were found on children's emotional awareness, socioemotional understanding and on teacher-rated hyperactivity, emotional problems, and peer problems.status: Publishe
Publiekssamenvatting: ONDERZOEK NAAR HET PSYCHOSOCIAAL WELBEVINDEN VAN ADOLESCENTEN EN DE LEERLING-DOCENT RELATIE
No full textHoe succesvol jongeren zijn in het ontwikkelen van een eigen identiteit is sterk bepalend voor hun volwassen leven. Belangrijk voor het ontwikkelen van een eigen identiteit is een gevoel van verbondenheid met de wereld en de mensen om je heen. Jongeren leren zichzelf en hun plek in de wereld kennen door dagdagelijkse interacties met anderen in een veilige omgeving. Eén van die omgevingen is de school. De school vormt een brug tussen de familie en de samenleving. Leerkrachten hebben een uitgelezen positie om de unieke persoonlijkheid en talenten van hun leerlingen te erkennen en om leerlingen uit te dagen om hun mogelijkheden in de samenleving te ontdekken. Het is dus belangrijk dat jongeren goede relaties hebben met niet alleen hun klasgenoten en vrienden, maar ook met hun leerkrachten.status: Publishe
Publieksrapportage Leraar-leerlingrelaties, schools leren van leerlingen en welbevinden van leraren. Een samenvatting van twee reviewstudies
No full textDeze publieksrapportage
gaat over twee wetenschappelijke onderzoeken naar de affectieve kwaliteit van relaties tussen leraren en individuele leerlingen in het primair en voortgezet onderwijs. De resultaten tonen het belang aan van persoonlijke relaties voorhet leren van leerlingen en het welbevinden van leraren.status: Publishe
Children's social information processing in ambiguous situations with teachers: A measure development study
No full textChildren’s atypical processing of social behavior of teachers may explain poor teacher-child relationships. To test this assumption, we developed the Social Information Processing in Teacher-child Interactions Test (SIP-TIT) and evaluated its psychometric properties. The SIP-TIT examines children’s SIP in ambiguous situations with teachers asking children to respond to 4 audio-taped hypothetical vignettes. The sample consisted of 302 primary school children (Mage=10.75, SD=0.95) and 12 teachers. Children and teachers completed questionnaires on teacher-child relationships quality (closeness, conflict, and dependency) and teachers also rated child aggression. Scale reliability and construct validity were examined. Children’s SIP and in particular hostile intent attribution was associated with child perceptions of poor teacher-child relationships. Hostile intent attribution and Rejection of prosocial response were associated with more aggression.status: Published onlin
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