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Longobardi, Claudio; Ferrigno, Serena; Gullotta, Giulia; Jungert, Tomas; Thornberg, Robert; Marengo, Davide – European Journal of Psychology of Education, 2022
Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student-teacher, and student-student relationship…
Descriptors: Teacher Student Relationship, Peer Acceptance, Bullying, Victims
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Fatigante, Marilena; Antici, Lilia; Zucchermaglio, Cristina; Fantasia, Valentina; Alby, Francesca – European Journal of Psychology of Education, 2022
Early childhood educational centers (ECEC) are contexts where young children make their first contact with specific, culturally determined rules, practices, and values. Only a few studies have analyzed in-depth the practices through which the educators direct the children's action and attention while they are performing routine educational…
Descriptors: Early Childhood Education, Preschool Teachers, Preschool Children, Teacher Student Relationship
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Rautanen, Pihla; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi – European Journal of Psychology of Education, 2021
The aim of this research was to study the dynamics of fourth graders' perceived social support for schoolwork and to examine how this support contributes to their study engagement. Social support was hypothesised to be positively associated with higher levels of study engagement. Moreover, social support from teachers and guardians was…
Descriptors: Elementary School Students, Student Attitudes, Grade 4, Preadolescents
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Grazia, Valentina; Mameli, Consuelo; Molinari, Luisa – European Journal of Psychology of Education, 2021
In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal…
Descriptors: Adolescents, Personal Autonomy, Teacher Student Relationship, Secondary School Teachers
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Burel, Nicolas; Tessier, Damien; Langdon, Jody – European Journal of Psychology of Education, 2021
This article examines the relations between the teachers' subjective feeling and their motivating teaching style during physical education lessons. Doing so, it aimed at better understanding the emotional antecedents of the teaching behaviors. Twelve volunteer physical education teachers were filmed with their respective classes to assess the…
Descriptors: Teacher Attitudes, Bias, Psychological Patterns, Teacher Motivation
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Clem, Anna-Leena; Rudasill, Kathleen M.; Hirvonen, Riikka; Aunola, Kaisa; Kiuru, Noona – European Journal of Psychology of Education, 2021
This study examined to what extent teacher-student conflict and closeness, on the one hand, and students' self-concepts of ability in literacy and mathematics, on the other, are related to students' achievement emotions (enjoyment, anxiety and boredom) in mathematics and literacy among Finnish early adolescents (N = 854). We also investigated the…
Descriptors: Teacher Student Relationship, Conflict, Self Efficacy, Mathematics Achievement
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Langeloo, Annegien; Lara, Mayra Mascareño; Deunk, Marjolein I.; LoCasale-Crouch, Jennifer; Strijbos, Jan-Willem – European Journal of Psychology of Education, 2021
Early childhood education serves an increasing number of multilingual children, and teachers are challenged to create high-quality learning opportunities in the classroom for all children. The child's engagement and interactions with the teacher are important in this respect. The present study therefore examined how multilingualism relates to…
Descriptors: Kindergarten, Monolingualism, Multilingualism, Profiles
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Cheng, Hong-Yu; Ding, Qian-Ting – European Journal of Psychology of Education, 2021
The purpose of the study was to reveal whether and how learner-centered instruction in comparison with traditional teacher-centered instruction might present unique effects on the learning behaviors and academic motivation of Chinese students. Meanwhile, it was also explored how the distinctive instructing features of Chinese teachers assuming the…
Descriptors: Foreign Countries, Student Centered Learning, Teacher Student Relationship, Outcomes of Education
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Pyhältö, Kirsi; Pietarinen, Janne; Haverinen, Kaisa; Tikkanen, Lotta; Soini, Tiina – European Journal of Psychology of Education, 2021
Teacher burnout has been identified as a significant occupational hazard. However, our understanding about individual variations in burnout risk among in-service teachers is still less than sufficient. This study explored socio-contextual burnout risk profiles and their association with the reported use of proactive strategies among in-service…
Descriptors: Foreign Countries, Teacher Burnout, Elementary School Teachers, Secondary School Teachers
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Harks, Marvin; Hannover, Bettina – European Journal of Psychology of Education, 2020
Feeling socially well embedded in the classroom's peer network is a predictor of many positive developmental outcomes, such as engagement at school. But what does feeling embedded depend on? We investigated the impact of both peers and the teacher. Peer status, measured by sociometric sympathy-based peer nominations, and peer victimization,…
Descriptors: Learner Engagement, Social Status, Victims, Peer Relationship
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Košir, Katja; Klasinc, Lucia; Špes, Tanja; Pivec, Tina; Cankar, Gašper; Horvat, Marina – European Journal of Psychology of Education, 2020
The purpose of the present study was to examine individual and contextual predictors of victimization and bullying on a sample of early adolescents. Using both self-reports and peer nominations for victimization and bullying assessment, potential differential predictors for self- vs. peer-reported victimization and bullying were examined. A total…
Descriptors: Victims, Bullying, Early Adolescents, Predictor Variables
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Guevara, Irene; Moreno-Llanos, Iván; Rodríguez, Cintia – European Journal of Psychology of Education, 2020
The psychological literature on the development of gestures during the first year of life has been limited. It has mainly focused on the development of pointing at around 11 months of age, considering it "the" gesture that allows triadic interactions. However, recent studies have argued for the importance of earlier ostensive gestures…
Descriptors: Nonverbal Communication, Infants, Cognitive Development, Interpersonal Communication
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Belza, Haizea; Herrán, Elena; Anguera, M. Teresa – European Journal of Psychology of Education, 2020
This study presents the results of a systematic, 3-month-long observation of the verbal and gestural interactions which took place between a preschool teacher and six children aged between 23 and 34 months during breakfast at Emmi Pikler preschool in Budapest. The aim was to analyze access to the conventional use of everyday tools during this…
Descriptors: Foreign Countries, Preschool Teachers, Preschool Children, Teacher Student Relationship
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Pit-ten Cate, Ineke M.; Hörstermann, Thomas; Krolak-Schwerdt, Sabine; Gräsel, Cornelia; Böhmer, Ines; Glock, Sabine – European Journal of Psychology of Education, 2020
Research has shown that teachers are able to adapt their processing strategy of student information to situational demands, whereby they flexibly use either an automatic and category-based strategy or a controlled and information-integrating strategy. However, the effect of teachers' accountability for task and the consistency of student…
Descriptors: Decision Making, Teacher Student Relationship, Accuracy, Cognitive Processes
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García-Moya, Irene; Brooks, Fiona; Moreno, Carmen – European Journal of Psychology of Education, 2020
The aim of this qualitative study was to identify central attributes of positive relationships with teachers from the adolescent students' perspectives that could help delineate the meaning of student-teacher connectedness while exploring to what extent its main attributes were similar or different in England and Spain. As part of the EU-funded…
Descriptors: Teacher Student Relationship, Secondary School Students, Secondary School Teachers, Student Attitudes
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