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dc.contributor.authorMuhonen, Heli
dc.contributor.authorPakarinen, Eija
dc.contributor.authorRasku-Puttonen, Helena
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2022-11-16T10:15:31Z
dc.date.available2022-11-16T10:15:31Z
dc.date.issued2022
dc.identifier.citationMuhonen, H., Pakarinen, E., Rasku-Puttonen, H., & Lerkkanen, M.-K. (2022). Teacher–student relationship and students’ social competence in relation to the quality of educational dialogue. <i>Research papers in education</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/02671522.2022.2135013" target="_blank">https://doi.org/10.1080/02671522.2022.2135013</a>
dc.identifier.otherCONVID_160090696
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/83936
dc.description.abstractTeacher–student relationship and students’ social competence were investigated in relation to the quality of educational dialogue. The data consisted of 151 video-recorded Grade 2 lessons. The teachers (N = 50) also rated their students’ (N = 664) social competence and the teacher–student relationship. In terms of teacher–student relationships, closeness associated positively while conflict associated negatively with high quality dialogue. Regarding students’ social competence, cooperation skills and empathy linked positively while disruptiveness linked negatively with high quality dialogue. The findings provide new knowledge on how different student-related factors may support or prevent the building of educational dialogue.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesResearch papers in education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherquality of educational dialogue
dc.subject.otherteacher–student relationship
dc.subject.othersocial competence
dc.subject.otherprimary school
dc.titleTeacher–student relationship and students’ social competence in relation to the quality of educational dialogue
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202211165231
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0267-1522
dc.relation.volumeEarly online
dc.type.versionacceptedVersion
dc.rights.copyright© 2022 Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber317610
dc.subject.ysososiaaliset taidot
dc.subject.ysoalakoulu
dc.subject.ysoopetus
dc.subject.ysoopettaja-oppilassuhde
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p6444
jyx.subject.urihttp://www.yso.fi/onto/yso/p21828
jyx.subject.urihttp://www.yso.fi/onto/yso/p2630
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/02671522.2022.2135013
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationThis work was supported by the Academy of Finland [317610], the Finnish Cultural Foundation, and Emil Aaltonen Foundation.
dc.type.okmA1


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