The Dynamics between Teacher-Student Interaction and Students' Learning and Motivation: A Multi-Method Study
Main funder
Funder's project number: 277299
Funds granted by main funder (€)
- 226 069,00
Funding program
Project timetable
Project start date: 01/01/2015
Project end date: 31/12/2017
Summary
The proposed study tries to increase our understanding on the role of teacher-student interaction and teacher-student relationship in students' learning and motivation in different phases of the school career.
The main aim of the proposed study, is, first, to increase our understanding on the dynamics between teacher-student interaction, and students’ learning and motivation in different phases of the school career. The second aim is to examine the moderating role of teacher characteristics in teacher-student interactions and teacher-student relationship. The third aim is to investigate the influence of students’ characteristics on teacher-student interaction and teacher-student relationship.
Two longitudinal data sets will be used.
The main aim of the proposed study, is, first, to increase our understanding on the dynamics between teacher-student interaction, and students’ learning and motivation in different phases of the school career. The second aim is to examine the moderating role of teacher characteristics in teacher-student interactions and teacher-student relationship. The third aim is to investigate the influence of students’ characteristics on teacher-student interaction and teacher-student relationship.
Two longitudinal data sets will be used.
Principal Investigator
Primary responsible unit
Fields of science
Follow-up groups
Profiling area: Multidisciplinary research on learning and teaching (University of Jyväskylä JYU) MultiLeTe
Keywords (YSO)
Related publications and other outputs
1 of 2
- Investigating applicability of ratings of indicators of the CLASS Pre-K instrument (2023) Pakarinen, Eija; et al.; A1; OA
- Longitudinal associations between third‐grade teaching styles and sixth‐grade reading skills : a 3‐year follow‐up study (2022) Tang, Xin; et al.; A1; OA
- Investigating Bidirectional Links Between the Quality of Teacher-Child Relationships and Children’s Interest and Pre‐Academic Skills in Literacy and Math (2021) Pakarinen, Eija; et al.; A1; OA
- Classroom effect on primary school students’ self-concept in literacy and mathematics (2020) Vasalampi, Kati; et al.; A1; OA
- School grades as predictors of self-esteem and changes in internalizing problems : A longitudinal study from fourth through seventh grade (2020) Metsäpelto, Riitta-Leena; et al.; A1; OA
- Child-centered and teacher-directed practices in relation to calculation and word problem solving skills (2019) Pakarinen, Eija; et al.; A1
- Students' academic and emotional adjustment during the transition from primary to secondary school : a cross-lagged study (2019) Engels, Maaike C.; et al.; A1; OA
- Associations Between Reading Skills, Interest in Reading, and Teaching Practices in First Grade (2018) Kikas, Eve; et al.; A1
- A Validation Study of Classroom Assessment Scoring System-Secondary in the Finnish School Context (2018) Virtanen, Tuomo; et al.; A1; OA
- Cross-lagged associations between problem behaviors and teacher-student relationships in early adolescence (2018) Pakarinen, Eija; et al.; A1; OA
