Supportive Teacher Responses to Students’ Emotional Expression Moderate the Association Between Children’s Maladaptive Emotion Regulation and Aggression
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Abstract
As the core adult figures in the classroom, teachers guide children’s emotion socialization. We examined if teachers’ supportive and unsupportive responses to children’s emotions moderate the link ...
期刊介绍：
School Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies and the evaluation of these approaches. SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community.
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