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Abstract：
Teachers\' tolerance toward children\'s social behaviors is, in part, guided by teachers\' cognitions and emotions. Few studies have examined the associations between teachers\' cognitions, emotions, and tolerance toward children\'s social behaviors. This study aimed to (1) describe the cognitions, emotions, and tolerance of Portuguese preschool teachers toward children\'s shy, physically and relationally aggressive, rough-and-tumble play, exuberant, and unsociable behaviors at preschool, depending on children\'s sex; and (2) examine the direct and indirect associations (via teachers\' emotions) between teachers\' cognitions and tolerance toward children\'s social behaviors, depending on children\'s sex. One hundred and seven preschool teachers completed the Child Behaviors Vignettes. Preschool teachers displayed more negative views toward children\'s physical and relational aggression, reported positive perspectives toward children\'s rough play and mixed attitudes toward children\'s exuberance, and differentiated shy from unsociable behaviors. Direct associations between teachers\' cognitions and tolerance were found only for physical aggression. Teachers\' anticipation of negative peer costs and academic performance appear to exert an indirect influence on teachers\' tolerance toward physical aggression and unsociability, via increased levels of worry. These findings highlight the role of teachers\' emotions for tolerance toward children\'s social behaviors and the need to enhance their self-awareness.
摘要：
教师对儿童社会行为的宽容是，在某种程度上,以教师的认知和情感为指导。很少有研究检查教师的认知之间的关联，情感,以及对儿童社会行为的宽容。本研究旨在(1)描述认知，情感,和葡萄牙幼儿教师对儿童害羞的宽容，身体和关系上的攻击性，粗暴的玩耍，旺盛，和不合群的行为在幼儿园，取决于儿童的性别;和（2）检查教师的认知和对儿童的社会行为的宽容之间的直接和间接的关联（通过教师的情绪），取决于孩子的性别。一百零七名幼儿教师完成了《儿童行为插图》。幼儿教师对儿童的身体和关系攻击表现出更多的负面观点，报告了对儿童粗暴玩耍的积极看法和对儿童繁荣的混合态度，并将害羞与不爱交际的行为区分开来。教师的认知和宽容之间的直接关联仅用于身体攻击。教师对负面同伴成本和学习成绩的预期似乎对教师对身体攻击性和不社交性的容忍产生间接影响，通过增加担忧程度。这些发现强调了教师对儿童社会行为的宽容情绪的作用以及增强他们自我意识的必要性。
