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Teachers’ Attributions and Emotions for Their Teaching over a Kindergarten Year

Teachers’ Attributions and Emotions for Their Teaching over a Kindergarten Year This study aimed to investigate (a) kindergarten teachers’ attributions and emotions for their subjectively estimated ssuccessful or unsuccessful teaching in their classes over a year in kindergarten, and (b) the role of the intuitive and attributional appraisals of teaching in the generation of the emotions and teaching expectations. The sample comprised 204 kindergarten teachers (194 female, 10 male) from state schools of various towns of Greece, who completed the scales at the middle of a kindergarten year. The results showed that (a) attributions differed between the perceived successful and unsuccessful teaching (successful and unsuccessful teaching was mainly attributed to internal and unstable factors, respectively), while locus of causality, followed by stability, was the most powerful attributional dimension in discriminating the two groups of teaching, (b) the teachers, who estimated their teaching as successful, compared to teachers, who estimated their teaching as unsuccessful, felt better, particularly in the context-, task-, and goal-related emotions, (c) attributional and, predominately, intuitive appraisal of teaching influenced the formulation of the emotions, particularly for the perceived unsuccessful teaching, (d) all of the attributional dimensions influenced the emotions, while their relative predictive power varied across emotions and between perceived successful and unsuccessful teaching, and (e) attributions and intuitive appraisal of teaching had unique and complimentarily effect on teaching expectations. The findings are discussed with respect to their implications in education and future research. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Advances in Psychology Science and Engineering Publishing Company

Teachers’ Attributions and Emotions for Their Teaching over a Kindergarten Year

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Publisher
Science and Engineering Publishing Company
Copyright
Science and Engineering Publishing Company
ISSN
2169-494X
eISSN
2169-4958

Abstract

This study aimed to investigate (a) kindergarten teachers’ attributions and emotions for their subjectively estimated ssuccessful or unsuccessful teaching in their classes over a year in kindergarten, and (b) the role of the intuitive and attributional appraisals of teaching in the generation of the emotions and teaching expectations. The sample comprised 204 kindergarten teachers (194 female, 10 male) from state schools of various towns of Greece, who completed the scales at the middle of a kindergarten year. The results showed that (a) attributions differed between the perceived successful and unsuccessful teaching (successful and unsuccessful teaching was mainly attributed to internal and unstable factors, respectively), while locus of causality, followed by stability, was the most powerful attributional dimension in discriminating the two groups of teaching, (b) the teachers, who estimated their teaching as successful, compared to teachers, who estimated their teaching as unsuccessful, felt better, particularly in the context-, task-, and goal-related emotions, (c) attributional and, predominately, intuitive appraisal of teaching influenced the formulation of the emotions, particularly for the perceived unsuccessful teaching, (d) all of the attributional dimensions influenced the emotions, while their relative predictive power varied across emotions and between perceived successful and unsuccessful teaching, and (e) attributions and intuitive appraisal of teaching had unique and complimentarily effect on teaching expectations. The findings are discussed with respect to their implications in education and future research.

Journal

International Journal of Advances in PsychologyScience and Engineering Publishing Company

Published: Aug 1, 2013

Keywords: Attributions, Emotions, Expectations, Kindergarten, Teaching

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