دورية أكاديمية
The Relationship between Emotional Regulation of Teachers and the Participation of Students with Autism in Inclusive Primary and Preschool Schools
| العنوان: | The Relationship between Emotional Regulation of Teachers and the Participation of Students with Autism in Inclusive Primary and Preschool Schools |
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| اللغة: | English |
| المؤلفون: | Osvaldo Hernández González (ORCID |
| المصدر: | Journal of Research in Special Educational Needs. 2024 24(1):3-11. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Preschool Education |
| Descriptors: | Elementary School Students, Preschool Children, Preschools, Elementary School Teachers, Preschool Teachers, Inclusion, Autism Spectrum Disorders, Student Participation, Relationship, Emotional Response, Self Management, Foreign Countries, Models, Teaching Experience, Teacher Education |
| مصطلحات جغرافية: | Cuba |
| DOI: | 10.1111/1471-3802.12567 |
| تدمد: | 1471-3802 |
| مستخلص: | In this study, we used Gross's (2015) emotional regulation model to examine teachers' emotional regulation strategies and the relationship between this emotional regulation and the participation of students with ASD. The sample was selected using a non-probabilistic technique (convenience) with a total of 131 Cuban teachers from primary schools and preschools participating. The results revealed significant differences in the emotional regulation strategies used by teachers which were associated with teaching stage and specific ASD training, with primary school teachers and those who had ASD training obtaining better results. In addition, a significant relationship was found between teachers using cognitive reappraisal of emotions and the participation of students with ASD in school. Practical implications, teacher training programs and lines of future research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1405986 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1471-3802 |
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| DOI: | 10.1111/1471-3802.12567 |