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Creating a structural measurement model of socialization of social-emotional competence: The contribution of CLASS and FOCAL-T

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dc.contributor.advisor Denham, Susanne A
dc.contributor.author Karalus, Samantha Plourde
dc.creator Karalus, Samantha Plourde
dc.date.accessioned 2016-09-28T10:20:48Z
dc.date.available 2016-09-28T10:20:48Z
dc.date.issued 2016
dc.identifier.uri https://hdl.handle.net/1920/10404
dc.description.abstract Recently, there has been an increased emphasis on children’s social–emotional competence, especially in a classroom setting. Teachers are recognized as socializers of children’s social–emotional competence, but research on their exact role is lacking. On the other hand, an abundance of research has been conducted on parental socialization of social–emotional competence, and is often used in developing hypotheses for studies that examine teacher socialization. However, the home environment and classroom environment are much different; that is, the classroom is a unique environment where the socializer has to attend to the needs of many children at once, while also trying to provide pedagogical instruction. The aim of the present study was to examine the relation between two measures of teacher socialization of social–emotional competence, which together aids in the understanding of how both global and nuanced teacher-child interactions can facilitate children’s social–emotional competence. Specifically, it was
dc.format.extent 60 pages
dc.language.iso en
dc.rights Copyright 2016 Samantha Plourde Karalus
dc.subject Psychology en_US
dc.subject classroom quality en_US
dc.subject early childhood education en_US
dc.subject social-emotional competence en_US
dc.subject socialization en_US
dc.title Creating a structural measurement model of socialization of social-emotional competence: The contribution of CLASS and FOCAL-T
dc.type Dissertation
thesis.degree.level Ph.D.
thesis.degree.discipline Psychology, Applied Developmental Concentration
thesis.degree.grantor George Mason University


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