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ERIC Number: EJ1043627
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1350-293X
Feelings towards Child-Teacher Relationships, and Emotions about the Teacher in Kindergarten: Effects on Learning Motivation, Competence Beliefs and Performance in Mathematics and Literacy
Stephanou, Georgia
European Early Childhood Education Research Journal, v22 n4 p457-477 2014
This study examined the role of kindergarten children's feelings about the perceived quality of their relationships with their teachers and their emotions towards their teachers in their competence beliefs and learning motivation (intrinsic interest, learning goals), in the impact of competence beliefs on learning motivation, and in turn in school performance in mathematics and literacy. A total of 200 kindergarten children of both genders, and a total of 30 teachers participated in this research. The children were interviewed individually in their classrooms during a regular lesson in the middle of a kindergarten year. The results showed that emotions and feelings had moderate and positive effects on competence beliefs and learning motivation (low in learning goals), and enhanced the impact of competence beliefs on learning motivation, mainly in mathematics. Competence beliefs, compared to the other variables, proved the most powerful contributor of school performance.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A