The Role of Teacher Closeness in Emotions and Achievement for Adolescents With and Without Learning Difficulties
Sainio, P. J., Eklund, K. M., Pakarinen, E. K., & Kiuru, N. H. (2022). The Role of Teacher Closeness in Emotions and Achievement for Adolescents With and Without Learning Difficulties. Learning Disability Quarterly, Early online. https://doi.org/10.1177/07319487221086006
Published inLearning Disability Quarterly
© 2022 Hammill Institute on Disabilities
Student–teacher relationships are crucial for adolescents’ adjustment in the school context. The aim of the present study was to examine the role of teacher closeness in academic emotions and achievement among adolescents with and without learning difficulties during the first year in lower secondary school. Students’ learning difficulties (LDs) were identified based on tested reading and math skills. In addition, students evaluated their teacher relationships and rated academic emotions in literacy and math domains. The results indicated that higher teacher closeness was related to increasing positive emotions and increasing literacy achievement during seventh grade, whereas lower levels of teacher closeness were associated with increasing learning-related anger and boredom. The results were mostly similar for students with and without LDs, which indicates that students in general benefit from close teacher relationships during the first year in lower secondary school.
ISSN Search the Publication Forum0731-9487
Publication in research information system
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Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF; Postdoctoral Researcher, AoF
Additional information about fundingThe study was funded by a grant from the Academy of Finland (#266851, 294970).
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