NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ897479
Record Type: Journal
Publication Date: 2010-Sep
Pages: 20
Abstractor: As Provided
Reference Count: 76
ISSN: ISSN-0256-2928
Classroom Organization and Teacher Stress Predict Learning Motivation in Kindergarten Children
Pakarinen, Eija; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik
European Journal of Psychology of Education, v25 n3 p281-300 Sep 2010
This study examined the extent to which observed teaching practices and self-reported teacher stress predict children's learning motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning of their kindergarten year. Their learning motivation and phonological awareness were assessed in the following spring. Questionnaires measuring teacher stress were filled out by 137 kindergarten teachers. A pair of trained observers used the Classroom Assessment Scoring System (Pianta et al. 2008) to observe 49 kindergarten teachers from the whole sample on their emotional support, classroom organization, and instructional support. The results of multilevel modeling showed that low teacher stress and high classroom organization predicted high learning motivation in children and that the children's learning motivation contributed to their level of phonological awareness. Moreover, children's learning motivation mediated the association between teacher stress and children's phonological awareness. The results emphasize the importance of teachers' pedagogical well-being and classroom organizational quality for children's learning motivation.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A