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. (2023). The Role of Teacher Closeness in Emotions and Achievement for Adolescents With and Without Learning Difficulties. Learning Disability Quarterly, 46(3), 151-165. https://doi.org/10.1177/07319487221086006
Julkaistu sarjassa
Learning Disability QuarterlyPäivämäärä
2023Tekijänoikeudet
© 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.
Julkaisija
SAGE PublicationsISSN Hae Julkaisufoorumista
0731-9487Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/117584885
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Suomen AkatemiaRahoitusohjelmat(t)
Tutkijatohtori, SA; Akatemiahanke, SALisätietoja rahoituksesta
The study was funded by a grant from the Academy of Finland (#266851, 294970).Lisenssi
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