Peishan Huang
Datos Biográficos
| ID | 4420359 |
|---|---|
| NOMBRE | Peishan Huang |
| NOMBRES | Peishan |
| APELLIDO | Huang |
| FIRMA | HUANG P |
| AFILIACIONES | University of Macau |
| ORCID | 0000-0003-2153-0679 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2023 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Problematic media use and callous-unemotional behaviors in early childhood
Early childhood is crucial for prosocial emotions development and psychological well-being. However, the explosion of digital technology and screen devices has sparked growing concerns regarding children’s social-emotional development and the long-term well-being. While emerging research has highlighted the negative effects of problematic media use on children’s psychology and behavior, few studies have empirically focused on the potential link b…
Father’s involvement is critical in social-emotional development in early childhood
Are Emotional Labor Strategies Good or Bad for Work Engagement Among Chinese Preschool Teachers? The Mediating Role of Teacher Efficacy and Grit
Teacher work engagement is critical for work performance and child development, yet there is a limited understanding of how it is shaped from the perspective of teachers’ emotion. Based on the job demand-resource model, this study tested the relationship between emotional labor strategies, teacher efficacy, grit, and work engagement. Research Findings: Through structural equation modeling, self-reports of 647 Chinese preschool teachers revealed t…
Teachers’ beliefs about children and children’s literacy development
Many prior studies have shown that teachers’ child-centered beliefs are positively associated with children’s literacy development, but the mechanism driving this association is not well understood. The aim of the study was to examine whether teachers’ responsive teaching, a general factor of teacher–child interactions, served as a mediator between teachers’ beliefs about children and children’s literacy outcomes. A sample of 656 4-year old presc…
Effects of using video-based coaching to promote preservice teachers’ interactional skills in Chinese preschool classrooms
Sin obras prominentes en esta página.
Teachers’ beliefs about children and children’s literacy development
Many prior studies have shown that teachers’ child-centered beliefs are positively associated with children’s literacy development, but the mechanism driving this association is not well understood. The aim of the study was to examine whether teachers’ responsive teaching, a general factor of teacher–child interactions, served as a mediator between teachers’ beliefs about children and children’s literacy outcomes. A sample of 656 4-year old presc…
Effects of using video-based coaching to promote preservice teachers’ interactional skills in Chinese preschool classrooms
Are Emotional Labor Strategies Good or Bad for Work Engagement Among Chinese Preschool Teachers? The Mediating Role of Teacher Efficacy and Grit
Teacher work engagement is critical for work performance and child development, yet there is a limited understanding of how it is shaped from the perspective of teachers’ emotion. Based on the job demand-resource model, this study tested the relationship between emotional labor strategies, teacher efficacy, grit, and work engagement. Research Findings: Through structural equation modeling, self-reports of 647 Chinese preschool teachers revealed t…
Father’s involvement is critical in social-emotional development in early childhood
Problematic media use and callous-unemotional behaviors in early childhood
Early childhood is crucial for prosocial emotions development and psychological well-being. However, the explosion of digital technology and screen devices has sparked growing concerns regarding children’s social-emotional development and the long-term well-being. While emerging research has highlighted the negative effects of problematic media use on children’s psychology and behavior, few studies have empirically focused on the potential link b…
Psychology (4 obras) · Developmental psychology (3 obras) · Early Childhood Education and Development (3 obras) · Child and Adolescent Psychosocial and Emotional Development (2 obras) · Child Development and Digital Technology (2 obras) · Early childhood education (2 obras) · Mathematics education (2 obras) · Medicine (2 obras) · Parental Involvement in Education (2 obras) · Pedagogy (2 obras)