Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just

Gasser, Luciano; Grütter, Jeanine; Buholzer, Alois; Wettstein, Alexander

doi:10.1016/j.learninstruc.2017.08.003

Cited by 77 publications

(59 citation statements)

References 51 publications

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“…Negative feedback usually decreases the sense of competence and detracts from the teacher-pupil relationship (Griffin, 2018), while a trusting and warm relationship with the teacher may make it easier to handle criticism (Skinner & Edge, 2002). Moreover, perceptions of teachers' unsupportiveness is related to pupils' lower performance and disengagement, leading to negative interactions (Gasser, Grütter, Buholzer, & Wettstein, 2018).…”

Section: Feedback and Academic Well-beingmentioning

confidence: 99%

Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education

Oinas

Thuneberg

Vainikainen

et al. 2020

CONTEMP EDUC TECHNOL

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As a variety of commercial educational applications are currently being taken into daily use to provide technology-enhanced feedback, research is needed to observe whether pedagogical evidence of the impact of feedback on learning and well-being is being utilized. To this end, this study explores the connections between technology-enhanced feedback, motivation, competence and the relationship with teachers. A nationally representative sample of pupils undertaking Finnish basic education (N=2031) was analyzed using latent profile analysis. Seven patterns for receiving technology-enhanced feedback were identified. Most girls (80%) and boys (55%) belonged to groups receiving mainly positive feedback in the form of teacher praise, which was connected to the highest scores in all measured indicators. Although the results indicate teachers' efforts to encourage pupils through technology-enhanced feedback, we also identified profiles in which pupils (up to 30%) repeatedly received negative feedback related to behavior problems or forgotten matters, as well as profiles in which pupils (5%) reported that they never received any technology-enhanced feedback at all. Pupils who did not receive any feedback reported the lowest values in all scales. The relationship with teachers was particularly weak for pupils receiving negative feedback or no feedback. The results indicate that current technology-enhanced feedback practices do not fully meet pedagogical knowledge concerning efficient feedback.

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Section: Feedback and Academic Well-beingmentioning

confidence: 99%

Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education

Oinas

Thuneberg

Vainikainen

et al. 2020

CONTEMP EDUC TECHNOL

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show abstract

“…In the classroom environment teachers are faced with challenges everyday and they have to be prepared emotionally for the sometimes overwhelming tasks. Teacher can promote children's cognitive functioning by guiding them to be independent in their school work, to focus on the environment on the classroom and its dynamics and offer them means of overcoming difficult tasks (Gassera, Grüttera, Buholzera, & Wettsteinb, 2018). The authors further agree that the levels of dependency of the children predict the development of some components of working memory.…”

Section: Teachers Responsibilitiesmentioning

confidence: 89%

Emotional Identity Formation In Primary School Children In A Formal Context

Simion¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…This finding related form previous research that students who get teacher supports from their neighborhood, also their teacher will enhance student's self-confidence, motivation and decrease anxiety on the learning challenges. The certain condition means academic positive self-concept (Tracy et al, 2018;Gasser et al, 2018).…”

Section: Tabel 2 the Correlation Between Variablesmentioning

confidence: 99%

Academic self-concept, teacher’s supports and student’s engagement in the school

Galugu¹,

Samsinar²

2019

j. psikol. pendidik.

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This research aims to examine the role of academic self-concept as the moderate variable on the relationship between teacher's support and students' engagement in school. This research uses qualitative through the correlational method. Students' engagement is measured by the student's engagement at school questionnaires (SESQ). While the teacher's support is measured by the perceived teacher academic support scale (PTASS). Academic self-concept is a moderate variable that is measured by using the academic self-concept scale (ASC) by measure on two aspects namely students' confidence and students' effort in the academic aspect. Testing hypotheses have one by using moderated regression analysis (MRA). The results show that the relationship between the teacher's support and students' engagement in school is increasingly strengthened by the presence of academic self-concept as a moderated variable. Teacher's supports such as emotional supports in the learning process can enhance academic self-concept positively. The positive self-concept among the students encourage to develop student's self-regulation and achievement academic and automatically increase student's engagement in the learning process.Abstrak: Penelitian ini bertujuan untuk menguji peranan konsep diri akademik sebagai variabel moderasi pada hubungan antara dukungan guru dengan keterlibatan siswa di sekolah. Jenis penelitian menggunakan pendekatan kualitatif dengan metode korelasional. Keterlibatan siswa di sekolah diukur dengan Student Engagement in Schools Questionnaire (SESQ). Variabel dukungan guru diukur dengan Perceived Teacher Academic Support Scale (PTASS). Konsep diri akademik sebagai variabel moderasi diukur dengan menggunakan academic self concept scale (ASC) dengan mengukur pada dua aspek yakni kepercayaan diri dan usaha siswa dalam bidang akademik. Pengujian hipotesa pada penelitian ini dilakukan dengan menggunakan analisis uji interaksi atau yang dikenal dengan moderated regression analysis (MRA). Hasil penelitian menunjukkan bahwa hubungan antara dukungan guru dan keterlibatan siswa di sekolah semakin diperkuat dengan hadirnya variabel moderasi yakni konsep diri akademik. Dukungan emosional guru kepada siswa baik dalam proses pembelajaran dan interaksi diluar pembelajaran, membentuk konsep diri akademik siswa yang positif. Siswa yang memiliki konsep diri akademik yang positif meningkatkan kemampuan meregulasi diri, motivasi berprestasi dan mendorong keterlibatan siswa dalam proses pembelajaran.

show abstract

Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just

Cited by 77 publications

References 51 publications

Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education

Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education

Emotional Identity Formation In Primary School Children In A Formal Context

Academic self-concept, teacher’s supports and student’s engagement in the school

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