A Child's Psychological Adjustment Impacts Teachers' Instructional Support and Affective Response

Autor/inn/en	Nurmi, Jari-Erik; Silinskas, Gintautas; Kiuru, Noona; Pakarinen, Eija; Turunen, Tiina; Siekkinen, Martti; Tolvanen, Asko; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina
Titel	A Child's Psychological Adjustment Impacts Teachers' Instructional Support and Affective Response
Quelle	In: European Journal of Psychology of Education, 33 (2018) 4, S.629-648 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-017-0337-x
Schlagwörter	Student Adjustment; Psychological Patterns; Affective Behavior; Responses; Teacher Behavior; Teacher Student Relationship; Teacher Attitudes; Grade 1; Grade 2; Grade 3; Elementary School Teachers; Elementary School Students; Prosocial Behavior; Behavior Problems; Teacher Role; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Affective disturbance; Active behaviour; Affektive Störung; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Ausland; Finnland
Abstract	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 gave, and the affect they experienced while teaching 307 children from school grades 1, 2 and 3. Teachers also rated the level of prosocial and externalizing problem behaviour among children. Results showed that the more children exhibited externalizing problem behaviour in grades 1 and 2, teachers not only did provide more instructional support for them a year later but, at the same time, they reported feeling less positive affect. Low levels of positive affect were also reported by teachers a year later with regard to children who had received more instructional support from them in grades 1 and 2. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01