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Does well-being contribute to performance? Emotional security, teacher support and learning behaviour in kindergarten by Helma M.Y. Koomen; Mirella G.P. van Leeuwen; Aryan van der Leij is a Psychology article available to read on EtoBox.

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## Abstract In this study, we examined relations between kindergartner's emotional security, task involvement and achievement and teacher's supportive presence in a cognitive training setting, in which the familiarity of the teacher was varied. Participants were 48 kindergarten children (mean age=51.65 months); 16 children were trained by their regular teacher (experimental group 1), 16 by a less familiar teacher (experimental group 2) and 16 received no training (control group). In three training sessions, children worked in pairs on a new categorization and recall task. Trained observers rated children's emotional insecurity and task involvement and teacher's supportive presence. Furthermore, spontaneous recall during the training was assessed. In addition, categorization and spontaneous recall was measured in various test sessions. Children's emotional insecurity during training negatively affected involvement. Involvement on its turn positively influenced spontaneous recall during training. In addition, emotional insecurity had a direct negative effect on spontaneous recall in a test situation. No effect of familiarity or supportive presence of the teacher on emotional security

Who reads Does well-being contribute to performance? Emotional security, teacher support and learning behaviour in kindergarten?

Author

Helma M.Y. Koomen; Mirella G.P. van Leeuwen; Aryan van der Leij

Publisher

John Wiley and Sons; Wiley (John Wiley & Sons); John Wiley & Sons Inc.; Wiley (ISSN 1522-7227)

Published

2004

Language

EN

Field

Psychology (Social Sciences)