A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
The Role of Teacher Closeness in Emotions and Achievement for Adolescents With and Without Learning Difficulties (2023)

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

JYU-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Sainio, Petra J.; Eklund, Kenneth M.; Pakarinen, Eija K.; Kiuru, Noona H.

Lehti tai sarja: Learning Disability Quarterly

ISSN: 0731-9487

eISSN: 2168-376X

Julkaisuvuosi: 2023

Ilmestymispäivä: 02.04.2022

Volyymi: 46

Lehden numero: 3

Artikkelin sivunumerot: 151-165

Kustantaja: SAGE Publications

Julkaisumaa: Yhdysvallat (USA)

Julkaisun kieli: englanti

DOI: https://doi.org/10.1177/07319487221086006

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/80479

Lisätietoja: This study’s research forms part of the ongoing, overarching study STAIRWAY: From Primary to Secondary School (Ahonen & Kiuru, 2013).

Tiivistelmä

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.

YSO-asiasanat: oppimisvaikeudet; lukutaito; kirjoitustaito; matemaattiset taidot; opettajat; oppilaat; vuorovaikutus; opettaja-oppilassuhde; tunteet; läheisyys; oppimisympäristö

Vapaat asiasanat: learning difficulties; academic emotions; achievement; teacher closeness; at risk; teacher; transition

Liittyvät organisaatiot

Hankkeet, joissa julkaisu on tehty

OKM-raportointi: Kyllä

Raportointivuosi: 2022

JUFO-taso: 2