A1 Journal article (refereed)
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 authors or editors

Publication details

All authors or editors: Sainio, Petra J.; Eklund, Kenneth M.; Pakarinen, Eija K.; Kiuru, Noona H.

Journal or series: Learning Disability Quarterly

ISSN: 0731-9487

eISSN: 2168-376X

Publication year: 2023

Publication date: 02/04/2022

Volume: 46

Issue number: 3

Pages range: 151-165

Publisher: SAGE Publications

Publication country: United States

Publication language: English

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

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/80479

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

Abstract

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.

Keywords: learning difficulties; literacy; ability to write; mathematical skills; teachers; school children; interaction; teacher-pupil relationship; emotions; closeness; learning environment

Free keywords: learning difficulties; academic emotions; achievement; teacher closeness; at risk; teacher; transition

Contributing organizations

Related projects

Ministry reporting: Yes

VIRTA submission year: 2022

JUFO rating: 2