Student-teacher relationships, self-regulation, and social and emotional competencies in kindergarteners
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Maloney, Jacqueline
issued: 2022-01-14T21:54:19Z
issued: 2022
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Given the myriad short- and long-term outcomes linked to kindergarteners’ social and emotional competencies, it is important to investigate the factors that may contribute to their promotion. The present study aimed to do so by investigating the contributions of children’s self-regulation and the quality of relationship with their teachers to children’s social and emotional competence in a diverse sample of 139 children in eight urban schools in Western Canada. The specific aims of the present study were twofold: (1) to examine individual differences in social and emotional competencies between kindergarteners identified as having low executive function (EF) proficiency and their classmates with proficient EFs, and (2) to examine the joint contributions of children’s quality of student-teacher relationships and self-regulation to their social and emotional competencies via a series of multiple linear regression models. As hypothesized, we found that children identified as having low EF proficiency scored significantly lower on teacher-ratings of general social and emotional competence (SEC), empathy, peer acceptance, and prosocial behavior compared to their classmates with proficient EFs. Teachers also reported significantly less closeness and more conflict with students with low EFs, signifying lower student-teacher relationship quality with these students than the comparison group. In a subsequent series of linear regression models, the joint contributions of self-regulation and student-teacher relationship quality explained significant amounts of variance in children’s social and emotional competencies. Student-teacher relationship quality explained significantly more variance above and beyond children’s individual self-regulation skills with student-teacher closeness being the most important predictor in most models. Furthermore, significant conditional effects were observed in which student-teacher relationship quality moderated the association between EFs and …
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/80661
note: STUDENT-TEACHER RELATIONSHIPS, SELF-REGULATION, AND SOCIAL AND EMOTIONAL COMPETENCIES IN KINDERGARTENERS by Jacqueline Maloney B.A., Simon Fraser University, 2004 M.A., The University of British Columbia, 2015 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Human Development, Learning, and Culture) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) January 2022 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Student-Teacher Relationships, Self-Regulation, and Social and Emotional Competencies in Kindergarteners submitted by Jacqueline Maloney in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Human Development, Learning, and Culture Examining Committee: Dr. Kimberly Schonert-Reichl, Professor, Educational and Counselling Psychology, and Special Education, UBC Supervisor Dr. Barbara Weber, Associate Professor, Educational and Counselling Psychology, and Special Education, UBC Supervisory Committee Member Dr. Eva Oberle, Assistant Professor, Health in Populations, UBC Supervisory Committee Member Dr. Kiley Hamlin, Professor, Psychology, UBC University Examiner Dr. Laurie Ford, Associate Professor, Educational and Counselling Psychology, and Special Education, UBC University Examiner iii Abstract Given the myriad short- and long-term outcomes linked to kindergarteners’ social and emotional competencies, it is important to investigate the factors that may contribute to their promotion. The present study aimed to do so by investigating the contributions of children’s self-regulation and the quality of relationship with their teachers to children’s social and emotional competence in a diverse sample of 139 children in eight urban schools in Western Canada. The specific aims of the present study were twofold: (1) to …
has type: Thesis/Dissertation
date issued: 2022-05
is shown at: 10.14288/1.0406287
language: eng
degree discipline: Human Development, Learning, and Culture
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Schonert-Reichl, Kimberly
type: Text
identifier URI: http://hdl.handle.net/2429/80661