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Direct linkKikas, Eve; Tang, Xin – European Journal of Psychology of Education, 2019
This study examined relations between child-reported teacher emotional support, teaching practices, and children's task-persistent learning behaviour. The study was carried out in Estonia, where a students' first teacher advances with his/her students and teaches all primary subjects in the first 3 years of schooling. In total, 660 sixth-grade…
Descriptors: Student Attitudes, Persistence, Student Behavior, Elementary School Students
Nurmi, Jari-Erik; Silinskas, Gintautas; Kiuru, Noona; Pakarinen, Eija; Turunen, Tiina; Siekkinen, Martti; Tolvanen, Asko; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina – European Journal of Psychology of Education, 2018
This cross-lagged longitudinal study examines the evocative impact of a child's psychological adjustment on teachers' affective response and instructional support for a child, and the influence this support and response has on the child's subsequent adjustment. A hundred and seventeen Finnish teachers self-rated the instructional support they…
Descriptors: Student Adjustment, Psychological Patterns, Affective Behavior, Responses
Cadima, Joana; Peixoto, Carla; Leal, Teresa – European Journal of Psychology of Education, 2014
The observation and assessment of quality of teacher--child interactions in elementary school settings are increasingly recognized as important; however, research is still very limited in European countries. In this study, we examined the quality of the interactions between teacher and children in first-grade classrooms in Portugal and the extent…
Descriptors: Foreign Countries, Interaction, Teacher Student Relationship, Elementary School Teachers
