Students' Emotional and Behavioral Difficulties: The Role of Teachers' Social and Emotional Learning and Teacher-Student Relationships
International Journal of Emotional Education
Short Title:
International Journal of Emotional Education
Format:
Journal Article
Publication Date:
2017/11/01/
Pages:
72 - 89
Sources ID:
90211
Notes:
Accession Number: EJ1162078; Acquisition Information: Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee; Language: English; Education Level: Elementary Education; Reference Count: 39; Journal Code: APR2018; Level of Availability: Available online; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2017
Visibility:
Public (group default)
Abstract:
(Show)
This study investigates how teachers? perceptions of Emotional Intelligence (EI), Social and Emotional Learning (SEL) skills, and teacher-student relationships relate to students? emotional and behavioral difficulties. We examined teachers and students? perceptions of students? emotional and behavioral difficulties and the degree of agreement between them. Ninety-eight elementary teachers from state schools in central Greece completed the Self-Rated Emotional Intelligence Scale (SREIS), the Teacher SEL Beliefs Scale, the Student-Teacher Relationships Scale - Short Form (STRS-SF), and the Strengths and Difficulties Questionnaire (SDQ, teacher version) for 617 students, aged between 6 and 11 years. Three hundred and eight 11 year old students completed the Strengths and Difficulties Questionnaire (SDQ, student version). Regression analysis revealed that teachers? perceptions of EI and SEL skills were not related to students? emotional and behavioral difficulties, while teacher-student conflictual relationships were mainly linked to these difficulties. This finding was common both to teachers and students? perceptions. We found low agreement between teachers and students? perceptions of these difficulties. We discuss these findings and their implications for research and practice.