Child-Perceived Teacher Emotional Support, Its Relations with Teaching Practices, and Task Persistence

Autor/inn/en	Kikas, Eve; Tang, Xin
Titel	Child-Perceived Teacher Emotional Support, Its Relations with Teaching Practices, and Task Persistence
Quelle	In: European Journal of Psychology of Education, 34 (2019) 2, S.359-374 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kikas, Eve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-018-0392-y
Schlagwörter	Student Attitudes; Persistence; Student Behavior; Elementary School Students; Elementary School Teachers; Emotional Response; Teacher Student Relationship; Time on Task; Student Centered Learning; Teaching Methods; Teacher Behavior; Grade 1; Grade 3; Foreign Countries; Estonia + Suchen Sie Ihr Suchwort? Schülerverhalten; Ausdauer; Student behaviour; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Emotionales Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Zeitaufwand; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Estland
Abstract	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 children reported about their first teacher's emotional support. Teachers' child-centred and teacher-directed practices were observed with the Early Childhood Classroom Observation Measure (ECCOM); results included 38 teachers in Grade 1, and 37 in Grade 3. Within the same grades, teachers reported on their affection for students, as well as their behavioural and psychological control over students. Teachers also evaluated each of their student's task persistence. As shown by ECCOM results, retrospective student-reported teacher emotional support tended to be positively related to child-centred practises, and negatively related to teacher-directed practises in Grade 3, while also negatively related to teacher-reported psychological control in Grade 1. Although higher perceived emotional support was related with more persistent learning behaviour on an individual level, general task persistence was predicted primarily by teacher-reported practices at the classroom level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01