A person‐centered analysis of Hong Kong kindergarten teachers' emotion regulation
Profiles, characteristics and relations
Bibliographic Data
| ID | 21446101 |
|---|---|
| Authors | Hubin Yin (0000-0001-5424-587X, Department of Curriculum and Instruction, Faculty of Education The Chinese University of Hong Kong Hong Kong SAR China, corresponding author), Yangyang Guo (0000-0002-9744-8113, Department of Curriculum and Instruction, School of Education South China Normal University Guangzhou China) |
| Year | 2024 |
| Volume | 59 |
| Issue | 3 |
| Publication date | 2024-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.12687 |
| OpenAlex | W4398171336 |
| Language | EN |
| Citations received | 6 |
| References cited | 52 |
With a sample of 470 kindergarten teachers in Hong Kong, this study first examined these teachers' emotion regulation strategies assessed by a newly adapted scale, the Kindergarten Teacher Emotion Regulation Scale. Then, the study adopted a person‐centred approach and conducted the latent profile analysis, identifying different profiles of teachers' use of the emotion regulation strategies. It also examined the relationships between these profiles and teachers' self‐efficacy and two contextual antecedents, instructional leadership and trust in colleagues in kindergartens. The study validated a three‐dimensional measurement of kindergarten teachers' emotion regulation in Hong Kong, namely cognition‐focused regulation, (negative) emotion‐focused regulation, and behaviour‐focused regulation. Moreover, it identified four profiles of kindergarten teachers' emotion regulation strategy use with distinctive characteristics, and revealed some significant relationships between teachers' emotion regulation and self‐efficacy as well as school contexts. The findings highlight the role of beneficial school climate in eliciting teachers' effective emotion regulation and thereby enhancing their self‐efficacy
Mathematics education · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology · Social Psychology
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| Citations per year | 6 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |