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Teachers' emotional expression about disruptive boys
D Daley1, L Renyard, E J S Sonuga-Barke
1School of Psychology, University of Wales, Bangor, UK. d.daley@bangor.ac.uk
The British Journal of Educational Psychology
|April 16, 2005
Summary
Teachers
Area of Science:
- Educational Psychology
- Child Psychology
Background:
- The Five Minute Speech Sample (FMSS) and expressed emotion (EE) coding are established methods for assessing emotional expression.
- Understanding teachers' emotional responses to pupils is crucial for educational settings.
Purpose of the Study:
- To evaluate teachers' emotional expression towards pupils using FMSS and EE coding.
- To compare expressed emotion (EE) levels between disruptive and non-disruptive pupils.
Main Methods:
- Twenty-one teachers provided speech samples for both disruptive and non-disruptive pupils.
- Pupils were selected based on standard behavior rating scales.
- Emotional expression was coded using established EE procedures.
Main Results:
- Teachers' emotional expression was reliably measured via EE codings.
- High EE, marked by criticism and fewer positive comments, correlated with behavioral difficulties.
- Conduct problems, not hyperactivity, were linked to higher EE.
Conclusions:
- Elements of the EE construct are applicable to teachers' emotional expression about pupils.
- The absence of emotional overinvolvement (EOI) suggests EE measures teachers' responses, not the relationship's quality.
- EE may be a valuable tool for assessing teachers' emotional reactions to student behavior.