Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotiona... more Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotional competence is a major contributor to professional success and sustainability in this profession. The investigation of the multifaceted nature of these two constructs may be important in order to take a step toward understanding which emotional competence could foster specific aspects of SEBiBM. To explore this issue, elementary school teachers (N = 121, 1st-4th grades) answered the Profile of Emotional Competence, which comprises 12 scores of emotional competencies, and a four-dimensional self-efficacy scale for behavior management in the classroom. Results indicate that intrapersonal emotional competencies, as compared to interpersonal competencies, play a major role regarding self-efficacy beliefs. In particular, multiple regression analyses revealed that higher identification and understanding of personal emotions were associated with better perceived self-efficacy on two aspects of...
Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotiona... more Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotional competence is a major contributor to professional success and sustainability in this profession. The investigation of the multifaceted nature of these two constructs may be important in order to take a step toward understanding which emotional competence could foster specific aspects of SEBiBM. To explore this issue, elementary school teachers (N = 121, 1st-4th grades) answered the Profile of Emotional Competence, which comprises 12 scores of emotional competencies, and a fourdimensional self-efficacy scale for behavior management in the classroom. Results indicate that intrapersonal emotional competencies, as compared to interpersonal competencies, play a major role regarding self-efficacy beliefs. In particular, multiple regression analyses revealed that higher identification and understanding of personal emotions were associated with better perceived self-efficacy on two aspects of SEBiBM. In addition, using other's emotions predicted proactive involvement of the pupil's parent or caregiver. Results are discussed in terms of their contribution to research in educational sciences and in teacher education, particularly with respect to teachers' sustainability in the profession. KEYWORDS emotional competencies, classroom management, behavior management, elementary school, identification of emotions, understanding of emotions Theoretical framework Emotional competencies refer to a combination of knowledge, skills, and dispositions related to affect (in the broadest sense of the term, e.g., encompassing emotions, feelings, mood) that enable individuals to effectively and functionally identify, express, understand, use, and regulate one's own emotions and the emotions of others (Brasseur et al., 2013; Mikolajczak et al., 2020). Emotional competencies have been studied within the emotional TYPE Brief Research Report
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotiona... more Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotional competence is a major contributor to professional success and sustainability in this profession. The investigation of the multifaceted nature of these two constructs may be important in order to take a step toward understanding which emotional competence could foster specific aspects of SEBiBM. To explore this issue, elementary school teachers (N = 121, 1st-4th grades) answered the Profile of Emotional Competence, which comprises 12 scores of emotional competencies, and a four-dimensional self-efficacy scale for behavior management in the classroom. Results indicate that intrapersonal emotional competencies, as compared to interpersonal competencies, play a major role regarding self-efficacy beliefs. In particular, multiple regression analyses revealed that higher identification and understanding of personal emotions were associated with better perceived self-efficacy on two aspects of...
Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotiona... more Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotional competence is a major contributor to professional success and sustainability in this profession. The investigation of the multifaceted nature of these two constructs may be important in order to take a step toward understanding which emotional competence could foster specific aspects of SEBiBM. To explore this issue, elementary school teachers (N = 121, 1st-4th grades) answered the Profile of Emotional Competence, which comprises 12 scores of emotional competencies, and a fourdimensional self-efficacy scale for behavior management in the classroom. Results indicate that intrapersonal emotional competencies, as compared to interpersonal competencies, play a major role regarding self-efficacy beliefs. In particular, multiple regression analyses revealed that higher identification and understanding of personal emotions were associated with better perceived self-efficacy on two aspects of SEBiBM. In addition, using other's emotions predicted proactive involvement of the pupil's parent or caregiver. Results are discussed in terms of their contribution to research in educational sciences and in teacher education, particularly with respect to teachers' sustainability in the profession. KEYWORDS emotional competencies, classroom management, behavior management, elementary school, identification of emotions, understanding of emotions Theoretical framework Emotional competencies refer to a combination of knowledge, skills, and dispositions related to affect (in the broadest sense of the term, e.g., encompassing emotions, feelings, mood) that enable individuals to effectively and functionally identify, express, understand, use, and regulate one's own emotions and the emotions of others (Brasseur et al., 2013; Mikolajczak et al., 2020). Emotional competencies have been studied within the emotional TYPE Brief Research Report
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
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