The associations between teachers' lesson‐specific emotions and observed teacher–student interactions and student engagement
Pöysä, S., Vasalampi, K., Muotka, J., & Lerkkanen, M. (2025). The associations between teachers' lesson‐specific emotions and observed teacher–student interactions and student engagement. British Journal of Educational Psychology, Early online. https://doi.org/10.1111/bjep.12739
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British Journal of Educational PsychologyDate
2025Access restrictions
Embargoed until: 2026-02-03Request copy from author
Copyright
© 2025 British Psychological Society.
Background
Teachers' emotions while teaching are associated to how they teach. Prior research has evidenced such associations mostly based on teacher or student ratings of different teaching behaviours.
Aims
This study examined the extent to which teachers' self-rated lesson-specific positive and negative emotions are associated with the observed quality of teacher–student interactions in terms of emotional support, classroom organization and instructional support as well as students' behavioural engagement in the same lesson.
Sample
The participants comprised 84 subject teachers (76.2% female) and 907 students (15–16 years old; 50.1% female) from 26 Finnish lower secondary schools.
Methods
The data consisted of video-recordings from a total of 282 lessons (M = 3.36 lessons/teacher). The quality of teacher–student interactions and students' behavioural engagement was assessed using the Classroom Assessment Scoring System–Secondary (CLASS-S) observational instrument. Data regarding teachers' positive and negative emotions were collected at the end of each video-recorded lesson using the In Situations Teacher (InSitu-T) Instrument. The collected data were analysed using cross-classified two-level modelling.
Results and Conclusions
The findings revealed that teachers' positive and negative emotions were positively and negatively associated, respectively, with the observed quality of teacher–student interactions in terms of emotional support and classroom organization but not instructional support. The results provide evidence of the associations between teachers' emotions and students' observed behavioural engagement. The findings complement the literature by highlighting the importance of observational data, along with teacher and student ratings.
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Publisher
John Wiley & SonsISSN Search the Publication Forum
0007-0998Keywords
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https://converis.jyu.fi/converis/portal/detail/Publication/245517587
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Related funder(s)
Research Council of FinlandFunding program(s)
Strategic research programmes, AoF; Others, AoF; Academy Project, AoF; Academy Research Fellow, AoF; Research profiles, AoFAdditional information about funding
The present study is a part of the EDUCA Flagship funded by the Research Council of Finland (#358924, 2024-2028). In addition, the study was part of the project EduRESCUE—the resilient schools and theeducation system, which was funded by the Strategic Research Council (SRC) established within theResearch Council of Finland (#345196, 2021-2024). The study was also supported by other grants fromthe Research Council of Finland (nos. 335635 and 317610 for Lerkkanen and no. 323773 for Vasalampi).The First Steps study was supported by grants from the Research Council of Finland (nos. 213486, 263891, 268586 and 292466).

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