Emotional Competence and its Influences on Teaching and Learning

By P. Garner. 2010

236 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/daba786ceacfce34de25916884381c43190fa34f

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Early Childhood Teachers as Socializers of Young Children’s Emotional Competence (2012, background): “But preservice teachers report little training on promoting children’s emotional competence, or managing their own feelings and displays of emotion (Garner 2010; Marlow and Inman 2002; see also Poulou 2005).”
Social-emotional competencies make the grade: Predicting academic success in early adolescence☆ (2014, background): “…as well as behaviors, they are important for forming positive social interactions in the classroom as well as using effective learning strategies, and can thus be considered critical for academic achievement (Buckner et al., 2009; Garner, 2010; Garner &Waajid, 2012; Trentacosta & Shaw, 2009).”
Teacher Emotion Research: Introducing a Conceptual Model to Guide Future Research. (2015, background): “den Brok, van der Want, Beijaard & Wubbels, 2013; Garner, 2010; Hosotani & Imai-Matsumura, 2011; Jennings & Greenberg, 2009; Newberry, 2010) and is encompassed to some extent by Eren’s (2013) emotional styles, but is also depicted as a series of learned skills which include awareness of emotion, und”
Implications of emotion regulation on young children’s emotional wellbeing and educational achievement (2016, background): “It is less clear how emotional, motivational, behavioural and cognitive dimensions of emotion-regulation concept are interrelated (Garner 2010).”
Emotion Knowledge and Self-Regulation as Predictors of Preschoolers’ Cognitive Ability, Classroom Behavior, and Social Competence (2012, background): “Despite its long and widely acknowledged impact on student learning and engagement in the classroom (Denham, 2006; Knowles, 1983), the role of emotion in the development of children’s academic outcomes has been limited (Garner, 2010).”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “Thus, reflecting on social interaction in the classroom and its accompanied emotions should be an important component of teacher pre- and in-service education programmes, with a view to develop and enhance teachers’ (socio)-emotional competence (Garner 2010; Jennings and Greenberg 2009).”