Preschool teachers' psychological wellbeing, emotion regulation, and emotional responsiveness: a US-Korea comparison.

Introduction: Psychological wellbeing is an essential indicator of early care and education (ECE) teachers' positive practices across countries. Moreover, previous studies suggest that teachers' wellbeing and practice may be indirectly associated via emotion regulation. However, teachers in various contexts demonstrate different patterns of psychological wellbeing, emotion regulation, and emotional responsiveness, and the ways these factors associate with each other also vary.

Early childhood teachers' sense of community and work engagement: Associations with children's social, emotional, and behavioral functioning.

Teachers' capacity to cultivate children's social, emotional, and behavioral functioning in early childhood settings could depend on how connected they feel to their workplace as well as to their work. However, the role of teachers' perceptions of their workplace in their work engagement, as well as children's functioning (i.e.

Paternal postpartum depression, coparenting, and father-infant bonding: Testing two mediated models using structural equation modeling.

Background: Impaired father-infant bonding is a mental health issue that has been understudied. The current study aimed to examine the extent to which fathers' depression symptoms and coparenting relationship, respectively, are associated with infant bonding, as well as how these two variables mediate in the association with infant bonding.

Methods: Cross-sectional data from 612 fathers of infants (0-24 months) were used in this study.

Bidirectional associations between paternal postpartum depression symptoms and coparenting: A cross-lagged panel model of fathers of infants and toddlers.

Background: Finding modifiable predictors of paternal depression symptoms is helpful for developing interventions. The aim is to assess the unidirectional and/or bidirectional associations between paternal postpartum depression symptoms and coparenting among fathers of infants and toddlers.

Methods: Longitudinal data were collected prospectively from 429 fathers of infants aged 0-24 months (median = 8 months) in Sweden, with 6- and 18-month follow-ups.

Early Childhood Teachers' Work Environment, Perceived Personal Stress, and Professional Commitment in South Korea.

Background: Teachers' professional commitment is essential for providing high-quality early care and education (ECE) to young children. Previous studies suggest that teachers' perceptions of low levels of personal stress and a satisfactory work environment are both likely to be associated with their greater commitment to work.

Objective: The current study examined the incremental validity of work environment as a predictor of professional commitment beyond personal stress perceived by ECE teachers in South Korea.

Self-efficacy Development of Graduate Student Leaders in Facilitating Groups for International Students.

This article describes how facilitating a mindfulness-based well-being group for international students (MBWIS) impacts self-efficacy development in group facilitation for graduate counseling students. Twelve students facilitated these eight-week structured psychoeducation support groups online and were supervised weekly by group counseling faculty. With a qualitative case study design, students participated in focus groups to discuss their experiences in the group facilitation.

Psychological Capital, Well-being, and Distress of International Students.

International students continue to experience myriad of challenges, some of which further transpired disproportionately during the COVID-19 pandemic era. To this effect, this study investigated psychological capital (PsyCap), psychological distress, and well-being among 188 international students attending U.S universities.

International students' perceived discrimination and psychological distress during the COVID-19 pandemic.

Objective: This study examined the relationship between perceived discrimination and psychological distress among international students during the COVID-19 pandemic.

Methods: A total of 188 international students from two large U.S.

Teacher Depressive Symptoms and Child Math Achievement in Head Start: The Roles of Family-Teacher Relationships and Approaches to Learning.

This study examined the direct and indirect associations of teachers' depressive symptoms with children's math achievement through teachers' reports of family-teacher relationships and children's approaches to learning (ATL) in Head Start. This study included 3- and 4-year-old 1,547 children (49% female; 27% White, 24% Black, 41% Hispanic/Latino, and 8% others) who attended Head Start from fall 2014 through spring 2015. Results indicated that teachers' depressive symptoms were directly associated with lower gains in children's math skills over a year.

Committed to Caring: Cluster-Analysis of Appraisals and Feelings of Family Childcare Work.

Background: There is a concern regarding the decreasing number of family childcare (FCC) providers, due to the population that primarily relies on it. Compared to studies of center- and school-based preschool practitioners, the FCC literature is lacking robust workforce studies, including examinations of whether and how FCC providers' workplace appraisals of and feelings while at work are associated with indicators of interaction quality (relationships with families, relationships with children, and responsiveness to children's negative emotions) and the quality of their interactions with children and families.

Objective: The present study examines how groups of FCC providers, categorized based on differences in appraisals of and feelings experienced at work, differ in the quality of interactions with children and families.

Testing a holistic conceptual framework for early childhood teacher well-being.

Using a holistic conceptualization of teacher well-being in concert with the Job Demands and Resources (JD-R) framework, our interdisciplinary study examined associations among various job demands and resources and whole teacher well-being (i.e., professional, psychological, and physical well-being) in early care and education settings.

Differential effects of internalizing behaviors on academic functioning for girls versus boys: An analysis of developmental cascades from elementary to high school.

Youth's academic and emotional functioning are closely related, yet little is known about the timing and direction of relationships involving internalizing problems, which are characterized by over control of emotions, anxiety, and depression as well as multiple aspects of academic achievement. This study addresses these gaps using data from the Study of Early Child Care and Youth Development (N = 1,048) to examine the processes by which problems in one domain of functioning lead to problems in another, known as a "cascade effect." Results of longitudinal structural equation modeling indicate (a) a direct and indirect negative cascade effect from girls' internalizing problems to their school achievement in high school, (b) a positive contemporaneous association of 9th grade boys' internalizing problems with their cognitive achievement; and (c) ways in which demographic characteristics and adolescent social and maturational processes account for variation in functioning yet do not alter the processes by which the emotional and academic functioning interact.

Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping.

Teachers in early child-care settings are key contributors to children's development. However, the role of teachers' emotional abilities (i.e.

Family and neighborhood disadvantage, home environment, and children's school readiness.

The purpose of this study was to examine associations between family socioeconomic risk, neighborhood disadvantage, and children's school readiness. A sample of 420 children from 48 early childcare programs yielded multi-informant data. The average age was 55.

Pathways from teacher depression and child-care quality to child behavioral problems.

Objective: The purpose of this study was to examine the associations among teacher depression, global child-care quality, and child internalizing and externalizing behavioral problems in early child-care settings.

Method: We analyzed data from 3-year-old children (N = 761) and their mothers, primarily of disadvantaged socioeconomic status in urban areas, in the late 1990s using the Fragile Families and Child Wellbeing Study. We also had data from the children's teachers, who reported their own depressed moods.