Do the Behaviors of Early Childhood Education Teachers Promote Children's Progressive Autonomy? The Role of Interpersonal Emotional Regulation and its Consequences for Teachers' Occupational Well-Being
Acknowledgements The authors are grateful for the support of the Agency Spanish for International Cooperation for the Development, Ministry of Foreign Affairs and Cooperation, Government of Spain, through funding of the Cooperation Project Interuniversity A1/035232/11. They also appreciate the colla...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad Rey Juan Carlos |
| Repositorio: | BURJC-Digital. Repositorio Institucional de la Universidad Rey Juan Carlos |
| OAI Identifier: | oai:burjcdigital.urjc.es:10115/24574 |
| Acceso en línea: | https://hdl.handle.net/10115/24574 |
| Access Level: | acceso abierto |
| Palabra clave: | Childhood rights Progressive autonomy Interpersonal afect regulation Job well-being Emotional exhaustion Psychosomatic symptoms |
| Sumario: | Acknowledgements The authors are grateful for the support of the Agency Spanish for International Cooperation for the Development, Ministry of Foreign Affairs and Cooperation, Government of Spain, through funding of the Cooperation Project Interuniversity A1/035232/11. They also appreciate the collaboration of the Faculty of Psychology of the University of Republic of Uruguay in the implementation of the study through the Research Center in Occupational Health Psychology, Innovation and Organizational Change (CIPSOICO), and by Ministry of the Interior of the Republic of Uruguay for facilitating access to participants in the study. Funding Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. |
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