Marja‐kristiina Lerkkanen
Biographic Data
| ID | 2746006 |
|---|---|
| NAME | Marja‐kristiina Lerkkanen |
| GIVEN NAMES | Marja‐kristiina |
| FAMILY NAME | Lerkkanen |
| SIGNATURE | LERKKANEN M K |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0002-5709-5800 |
| VERIFIED | Yes |
| TOTAL WORKS | 92 |
| TOTAL CITATIONS | 157 |
| AUTHOR COUNT | 92 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Teachers’ Occupational Well-Being in the Finnish Two-Year Pre-Primary Education Trial: A Person-Oriented Approach
This study focused on occupational well-being among early childhood education and care (ECEC) teachers ( n = 409) participating in Finland’s two-year pre-primary education trial (2021–2024). We examined what kinds of occupational well-being profiles could be identified among the ECEC teachers and which teacher-related and contextual factors explained them. Based on latent profile analysis, three profiles were identified: thriving ( n = 250), with…
Change and transmission of students' and teachers’ lesson-specific emotions
Background Although it is known that positive emotions in school benefit both students and teachers, students' emotions and teachers’ emotions are rarely examined together. Furthermore, emotions are rarely examined as lesson-specific, that is, as state-like that vary from one lesson to another. Aims Building on the emotion transmission literature, the aim of the present study was to examine the change in Finnish primary school students' and teach…
Understanding dyadic student-teacher relationships from two perspectives and their association with self-concept of ability
The student-teacher relationship influences primary school students’ social, emotional and academic outcomes, however, prior research has often overlooked reciprocity in perceptions and its impact on self-concept of ability, by relying on teacher reports. The present study used teacher and student reports of relationship quality from Grade 3 (n = 262, Mage = 9.11) and 4 (n = 399, Mage = 10.33), as well as the students’ self-concept of ability in …
Cross-cultural differences in preschool teachers’ perceptions of student-teacher emotional dependency: Evidence from seven European countries
Cross-Lagged Associations Between Teacher–Child Relationships and Children’s Social Competence in Kindergarten: Achievement Strategies as a Moderator
Research Findings: The relationship between teachers and children in kindergarten is vital for children’s social development. Moreover, children’s characteristics have an impact on this relationship. The present study utilized data from 54 teachers and 566 kindergarten children in Finland with the aim of investigating the cross-lagged associations between teacher–child relationships and children’s social competence. Additionally, this study explo…
Association between the quality of teacher–child interactions in toddler classrooms and children’s numeracy, language, and literacy skills
Pre-primary teachers’ understanding and implementation of inclusive pedagogy for literacy acquisition in Tanzania
Teachers as key actors play key role in implementing inclusive education in early childhood education. This study examines pre-primary teachers’ understanding of inclusive education and pedagogy and its implementation for literacy acquisition in diverse classrooms. Thirty teachers from 16 pre-primary schools in Tanzania were interviewed, and the data were analysed using content analysis and inductive reasoning. The study revealed that teachers ha…
Validation Study of the Classroom Assessment Scoring System – Secondary in the Norwegian Upper Secondary School Context
The Classroom Assessment Scoring System–Secondary (CLASS‐S) is a widely used observation instrument. However, it is important to gain knowledge whether the instrument is applicable in its specific context. This study investigates the applicability of the CLASS‐S in Norwegian upper secondary schools. The sample included 95 upper secondary school teachers and their classes from two counties and 12 different schools, including both academic and voca…
Longitudinal associations between parental depressive symptoms and child behavior: A random intercept cross-lagged panel model
In the present study, longitudinal associations between parental depressive symptoms and child behavior (externalizing and internalizing problems and adaptive skills) were examined using a random intercept cross-lagged panel model. The participants were 200 Finnish children (106 boys, 94 girls) and their parents. Both fathers and mothers reported their depressive symptoms and rated child behavior of their children at the ages of 4, 6, and 9. In t…
Predicting Adolescent Arithmetic and Reading Dysfluency
The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent difficulties in arithmetic and/or reading fluency be successfully predicted. A sample of Finnish children (…
Teacher coaching in upper secondary school: Examining the effects on teacher–student interaction and student engagement
Empowered, Strained, or Stable: Teachers’ Experiences of Occupational Well-Being During the Two-Year Pre-Primary Education Trial in Finland
Research Findings: This study investigated early childhood education and care (ECEC) teachers’ experiences of occupational well-being during a two-year pre-primary education trial in Finland. Profile groups of the trial experimental group teachers (n = 376) were identified. We also examined whether the identified profiles differed with respect to different ECEC classroom and teacher professional characteristics. Through latent profile analysis, t…
Directional associations in reading and arithmetic fluency development across grades 1 to 9: A random intercept cross-lagged panel model
This study explores the directionality of the associations between silent reading fluency and arithmetic fluency development from Grade 1 through Grade 9 (ages 7 to 16) in a large Finnish sample of 2,518 participants. Participants' silent reading and arithmetic fluency skills were assessed at seven time points across Grades 1, 2, 3, 4, 6, 7, and 9. A random intercept cross-lagged panel model was employed to distinguish between between-person and …
Teacher observations of loneliness and ostracism among five-year-olds: Associations with social–emotional functioning, vocabulary, and language background
Bidirectional Associations Between Perceived Social Support and Internalizing and Externalizing Behavior Problems in Lower Secondary School
The current study examined the bidirectional associations between perceived social support from parents, teachers, and peers with students' internalizing and externalizing behavior problems across lower secondary school. A total of 1,746 students (47.7% girls; M age = 13.76) in Finland completed questionnaires in Grade 7 and again in Grade 9. Based on a cross-lagged panel model, only peer support and internalizing problems showed a negative bidir…
The associations between teachers' lesson-specific emotions and observed teacher-student interactions and student engagement
BackgroundTeachers' 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.AimsThis 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 instru…
Elementary school principals’ work from the ecological systems perspective: Evidence from Finland
The present study aimed to investigate elementary school principals’ work from the ecological systems perspective and which elements of their work are experienced as demands or resources. Semi-structured interviews were conducted with 22 principals. Qualitative content analysis was used to analyse the data. The results show that the way principals experience their work is individual and influenced by several internal and external factors. Some of…
Assessment conceptions of Finnish pre-service teachers
The aim of this quantitative survey study (N = 287) was to investigate the assessment conceptions of three different pre-service teacher groups (classroom teachers, subject teachers and special needs teachers). Assessment conceptions were best described by the following three main factors: 1) assessment of learning, 2) assessment for teaching and learning and 3) assessment as a harmful action. These main factors were clustered into three assessme…
Teacher and student teacher views of agency in feedback
The present study compares the feedback themes that groups of teachers (n = 5) and student teachers (n = 15) discussed in a professional development programme concerning teachers’ classroom interaction and formative assessment, and the agents they assigned the feedback to. The results of the thematic analysis show little variation with the conversation themes between the groups, but they did show more with the appointed agents of feedback themes.…
Associations between students’ reading performance and literacy instruction in first grade: A cross-lagged study
This cross-lagged study examined the classroom-level associations between the reading performance of first-grade students ( N = 537) and observed literacy instruction activities in classrooms ( N = 30) in the autumn and spring terms. The multilevel analyses indicated that lower average word reading skills in the classrooms (i.e., there were more students who were learning to read) in the autumn were associated with higher amount of activities sup…
Parents’ perceptions of their child’s school adjustment during the Covid-19 pandemic: A person-oriented approach
The present study examined the profiles of parental perceptions of their child’s school adjustment in terms of learning loss and school well-being during the COVID-19 pandemic in Finland. Furthermore, the extent to which the profiles differed with respect to the different children and their family characteristics, as well as their parents’ stress about their child’s schooling, were examined. Parents ( N = 26,313) completed a questionnaire in spri…
Early prediction of math difficulties with the use of a neural networks model
The early prediction of math difficulties (MD) is important as it facilitates timely support. MD are multifaceted, and several factors are involved in their manifestation. This makes the accurate early prediction of MD particularly challenging. In the present study, we aim to predict MD in Grade 6 with kindergarten-age (age 6) measures by applying a neural networks model. We use a set of 49 variables assessed during kindergarten from the domains …
Investigating educational dialogue: Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms
To support student learning throughout their school journey, it is important to investigate the authentic state of educational dialogue both in early primary and secondary school to map the potential variations concerning dialogue. The present study examined educational dialogue in early primary school and secondary school in literacy, mathematics and science lessons. Video-recorded classroom lessons (n = 115 in both grades) of Grade 2 primary sc…
Teachers’ job crafting to support their work-related well-being during the Covid-19 pandemic – A qualitative approach
We aimed at studying the job crafting behaviours teachers took to support their work-related well-being during COVID-19 pandemic. Fourteen participants were interviewed and theoretical thematic analysis conducted. Teachers increased their structural resources through variety, autonomy, and opportunity for development, and their social resources through social support, feedback, and supervisory coaching. They decreased their hindering demands thro…
Teacher–student relationship and students’ social competence in relation to the quality of educational dialogue
Teacher–student relationship and students’ social competence were investigated in relation to the quality of educational dialogue. The data consisted of 151 video-recorded Grade 2 lessons. The teachers (N = 50) also rated their students’ (N = 664) social competence and the teacher–student relationship. In terms of teacher–student relationships, closeness associated positively while conflict associated negatively with high quality dialogue. Regard…
Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence
This study investigated the cross-lagged associations between teacher-student relationships and problem behaviors in a sample of 440 Finnish students (half of them identified as being at risk of reading difficulties). The degree to which these associations were moderated by a child’s gender, academic performance, risk for reading difficulties, parental education, and having the same teacher over 2 years was examined. The teachers evaluated the st…
Knowing, applying, and reasoning about arithmetic: Roles of domain-general and numerical skills in multiple domains of arithmetic learning
The longitudinal relations of domain-general and numerical skills at ages 6-7 years to 3 cognitive domains of arithmetic learning, namely knowing (written computation), applying (arithmetic word problems), and reasoning (arithmetic reasoning) at age 11, were examined for a representative sample of 378 Finnish children. The results showed that domain-general skills, including spatial visualization, language, rapid automatized naming, and working m…
The developmental dynamics of children’s academic performance and mothers’ homework-related affect and practices
This study investigated the longitudinal associations between children's academic performance and their mothers' affect, practices, and perceptions of their children in homework situations. The children's (n = 2,261) performance in reading and math was tested in Grade 1 and Grade 4, and the mothers (n = 1,476) filled out questionnaires on their affect, practices, and perceptions while their children were in Grades 2, 3, and 4. The results showed,…
Positive teacher and peer relations combine to predict primary school students’ academic skill development
This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associ…
Instructional support predicts children's task avoidance in kindergarten
Developmental dynamics of achievement strategies, reading performance, and parental beliefs
S This study investigates the developmental dynamics between children's achievement strategies, reading performance, and parental beliefs, by using longitudinal data. The reading performances of 111 six‐ to seven‐year‐old children were tested four times during their first year of primary school. In the same time, the children's use of a task‐avoidant versus a task‐focused achievement strategy in the classroom context was rated by their teachers. …
Scaffolding through dialogic teaching in early school classrooms
Teacher coping profiles in relation to teacher well-being: A mixed method approach
The aim was to investigate teachers’ coping profiles and their relations to teacher well-being. Questionnaire data was collected from 107 Finnish teachers. Theory-driven content analysis of teachers’ responses revealed three coping categories: problem-focused, emotion-focused and mixed problem- and emotion-focused. Next, teachers were categorized into four coping profiles by using latent profile analysis: Low-coping users (21%), Problem-focused-c…
A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context
This study examined the reliability and validity of the Classroom Assessment Scoring System–Secondary (CLASS-S) in Finnish classrooms. Trained observers coded classroom interactions based on video recordings of 46 Grade 6 classrooms (450 cycles). Concurrent associations were investigated with respect to teacher self-ratings (e.g., efficacy beliefs and teaching-related stress). Confirmatory factor analysis showed that the hypothesized three-factor…
Mothers’ trust toward teachers in relation to teaching practices
Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification
This study examined developmental profiles of reading fluency and reading comprehension in Grades 1 to 9 (ages 7 to 15) in a large Finnish sample ( N = 2,518). In addition, early predictors of the profiles were analyzed with respect to kindergarten cognitive skills (phonological awareness, letter knowledge, rapid automized naming [RAN], number counting, word reading, vocabulary, and listening comprehension), parental factors (level of education, …
Teacher-student interaction and lower secondary school students' situational engagement
BackgroundPrior research has shown that engagement plays a significant role in students' academic learning.AimsThe present study sought to expand the current understanding of students' engagement by examining how situational engagement during a particular lesson is associated with the observed teacher-student classroom interactions (i.e., emotional support, instructional support, and classroom organization) in the same lesson.SampleThe participan…
Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school
Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers
This mixed-method study explored 54 Finnish Grade 1 teachers' professional vision and teaching experience. Teachers' retrospective think-aloud interviews, conducted while watching their eye-tracking recordings of classroom actions, were analysed according to the domains of knowledge-based reasoning. Negative associations between teaching experience and amount of knowledge-based reasoning were found. The qualitative examination of three teachers w…
Maternal Affection Moderates the Associations Between Parenting Stress and Early Adolescents’ Externalizing and Internalizing Behavior
The present study investigated the role of parenting stress in early adolescents’ externalizing and internalizing behavior and, particularly, the moderating effect of maternal affection on these associations. The data of 992 early adolescents ([Formula: see text]; 454 girls) and their mothers during the transition from primary school to lower secondary school were analyzed. The results showed that when maternal affection was low, parenting stress…
The associations between teachers' lesson-specific emotions and observed teacher-student interactions and student engagement
BackgroundTeachers' 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.AimsThis 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 instru…
Teachers' physiological and self-reported stress, teaching practices and students' learning outcomes in Grade 1
BackgroundTeachers' self-reported stress is related to the quality of teacher-student interactions and students' learning outcomes. However, it is unclear if teachers' physiological stress is related to child-centred teaching practices in the classroom and whether teaching practices mediate the link between teachers' stress and students' learning outcomes.AimsWe studied the effect of teachers' physiological stress and self-reported stress on thei…
Professional vision of Grade 1 teachers experiencing different levels of work-related stress
This study explored teachers' professional vision by examining how teachers experiencing low, moderate and high work-related stress reason their eye-tracking recordings in terms of description, explanation and prediction. A qualitative analysis of retrospective think-aloud interviews with 24 Grade 1 teachers showed that teachers predominantly used description in their reasoning, while explanation and prediction were less frequent. The description…
Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study
School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consist…
Reading comprehension from grade 1 to 6 in two shallow orthographies: Comparison of Estonian and Finnish students
The aim was to examine reading comprehension among elementary school students in two shallow orthographies, Estonian and Finnish. Participants were 619 Estonian children (50% boys) and 292 Finnish children (52% boys) whose reading comprehension was assessed in first, second, third, and sixth grades. The results showed that reading comprehension among Estonian and Finnish children was at a similar level by the end of first grade but Finnish childr…
Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia
Predicting reading performance during the first and the second year of primary school
The aim of this longitudinal study was to investigate the developmental antecedents of reading performance and its subcomponents from the beginning of the first year to the end of the second year of primary school. One‐hundred‐and‐fourteen seven‐year‐old Finnish‐speaking children were tested on reading‐related skills during their first week of school using a test battery designed for school entrants. Following this they were examined six times on…
Directional associations in reading and arithmetic fluency development across grades 1 to 9: A random intercept cross-lagged panel model
This study explores the directionality of the associations between silent reading fluency and arithmetic fluency development from Grade 1 through Grade 9 (ages 7 to 16) in a large Finnish sample of 2,518 participants. Participants' silent reading and arithmetic fluency skills were assessed at seven time points across Grades 1, 2, 3, 4, 6, 7, and 9. A random intercept cross-lagged panel model was employed to distinguish between between-person and …
Teacher–student relationship and students’ social competence in relation to the quality of educational dialogue
Teacher–student relationship and students’ social competence were investigated in relation to the quality of educational dialogue. The data consisted of 151 video-recorded Grade 2 lessons. The teachers (N = 50) also rated their students’ (N = 664) social competence and the teacher–student relationship. In terms of teacher–student relationships, closeness associated positively while conflict associated negatively with high quality dialogue. Regard…
Educational dialogue of preschool teachers experiencing different levels of stress
This study examined the occurrence and quality of educational dialogue in the preschool classrooms of teachers with low, moderate and high stress levels. Video-recordings of 21 preschool teachers were analysed based on episodes of educational dialogue and categorised with respect to patterns of dialogic teaching and shared knowledge building. The teachers’ level of stress was determined based on their self-reporting of work-related stress and wel…
Developmental dynamics of achievement strategies, reading performance, and parental beliefs
S This study investigates the developmental dynamics between children's achievement strategies, reading performance, and parental beliefs, by using longitudinal data. The reading performances of 111 six‐ to seven‐year‐old children were tested four times during their first year of primary school. In the same time, the children's use of a task‐avoidant versus a task‐focused achievement strategy in the classroom context was rated by their teachers. …
Developmental Dynamics of Math Performance From Preschool to Grade 2.
This study investigated the developmental dynamics of mathematical performance during children's transition from preschool to Grade 2 and the cognitive antecedents of this development. 194 Finnish children were examined 6 times according to their math performance, twice during each year across a 3-year period. Cognitive antecedents, that is, counting ability, visual attention, metacognitive knowledge, and listening comprehension, were tested at t…
Student Teachers' Professional and Personal Development through Academic Study of Educational Transactional Analysis
The aim of this study was to investigate student teachers' personal and professional development following academic study of educational transactional analysis. Students from two countries, 21 from Finland and 15 from England, participated in the study. Members of both cohorts each made an action plan and a personal growth plan with regard to their personal and professional growth on completion of the two-day Introduction to Transactional Analysi…
Developmental Dynamics of Phonemic Awareness and Reading Performance During the First Year of Primary School
This study investigates prospective relationships between phonemic awareness and reading performance during the first year of Finnish primary school. Pedagogical interest lay in finding out whether systematic use of phonics in reading instruction supported children’s reading performance even if children can already decode. A total of 85 children were examined three times on phonemic awareness and four times on reading performance during the first…
Predicting reading performance during the first and the second year of primary school
The aim of this longitudinal study was to investigate the developmental antecedents of reading performance and its subcomponents from the beginning of the first year to the end of the second year of primary school. One‐hundred‐and‐fourteen seven‐year‐old Finnish‐speaking children were tested on reading‐related skills during their first week of school using a test battery designed for school entrants. Following this they were examined six times on…
Reading development subtypes and their early characteristics
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens
Research Findings: This study examined the validity and reliability of the Classroom Assessment Scoring System (CLASS; R. C. Pianta, K. M. La Paro, & B. K. Hamre, 2008) in Finnish kindergartens. A pair of trained observers used the CLASS to observe 49 kindergarten teachers (47 female, 2 male) on two different days. Questionnaires measuring teachers' efficacy beliefs, exhaustion at work, and classroom interactional style (i.e., affection, behavior…
Instructional support predicts children's task avoidance in kindergarten
Cross-lagged relations between kindergarten teachers’ causal attributions, and children’s interest value and performance in mathematics
Mothers’ trust toward teachers in relation to teaching practices
The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4
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The developmental dynamics of children’s academic performance and mothers’ homework-related affect and practices
This study investigated the longitudinal associations between children's academic performance and their mothers' affect, practices, and perceptions of their children in homework situations. The children's (n = 2,261) performance in reading and math was tested in Grade 1 and Grade 4, and the mothers (n = 1,476) filled out questionnaires on their affect, practices, and perceptions while their children were in Grades 2, 3, and 4. The results showed,…
Positive teacher and peer relations combine to predict primary school students’ academic skill development
This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associ…
Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school
Scaffolding through dialogic teaching in early school classrooms
The precursors of double dissociation between reading and spelling in a transparent orthography
Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia
Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence
This study investigated the cross-lagged associations between teacher-student relationships and problem behaviors in a sample of 440 Finnish students (half of them identified as being at risk of reading difficulties). The degree to which these associations were moderated by a child’s gender, academic performance, risk for reading difficulties, parental education, and having the same teacher over 2 years was examined. The teachers evaluated the st…
A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context
This study examined the reliability and validity of the Classroom Assessment Scoring System–Secondary (CLASS-S) in Finnish classrooms. Trained observers coded classroom interactions based on video recordings of 46 Grade 6 classrooms (450 cycles). Concurrent associations were investigated with respect to teacher self-ratings (e.g., efficacy beliefs and teaching-related stress). Confirmatory factor analysis showed that the hypothesized three-factor…
Knowing, applying, and reasoning about arithmetic: Roles of domain-general and numerical skills in multiple domains of arithmetic learning
The longitudinal relations of domain-general and numerical skills at ages 6-7 years to 3 cognitive domains of arithmetic learning, namely knowing (written computation), applying (arithmetic word problems), and reasoning (arithmetic reasoning) at age 11, were examined for a representative sample of 378 Finnish children. The results showed that domain-general skills, including spatial visualization, language, rapid automatized naming, and working m…
Reading comprehension from grade 1 to 6 in two shallow orthographies: Comparison of Estonian and Finnish students
The aim was to examine reading comprehension among elementary school students in two shallow orthographies, Estonian and Finnish. Participants were 619 Estonian children (50% boys) and 292 Finnish children (52% boys) whose reading comprehension was assessed in first, second, third, and sixth grades. The results showed that reading comprehension among Estonian and Finnish children was at a similar level by the end of first grade but Finnish childr…
Development of pre-academic skills and motivation in kindergarten: A subgroup analysis between classroom quality profiles
The present study extends research on classroom quality profiles by examining the differences between profiles with respect to children’s development in pre-academic skills and motivation across the kindergarten year. Teacher–child interactions were observed in 49 Finnish kindergarten classrooms using the CLASS Pre-K instrument. Based on prior identification of latent profiles of classroom quality, subgroup analyses on children’s data were carrie…
Maternal Affection Moderates the Associations Between Parenting Stress and Early Adolescents’ Externalizing and Internalizing Behavior
The present study investigated the role of parenting stress in early adolescents’ externalizing and internalizing behavior and, particularly, the moderating effect of maternal affection on these associations. The data of 992 early adolescents ([Formula: see text]; 454 girls) and their mothers during the transition from primary school to lower secondary school were analyzed. The results showed that when maternal affection was low, parenting stress…
Teacher-student interaction and lower secondary school students' situational engagement
BackgroundPrior research has shown that engagement plays a significant role in students' academic learning.AimsThe present study sought to expand the current understanding of students' engagement by examining how situational engagement during a particular lesson is associated with the observed teacher-student classroom interactions (i.e., emotional support, instructional support, and classroom organization) in the same lesson.SampleThe participan…
Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions
Research Findings: The aim of this study was to examine associations between two aspects of teachers’ occupational well-being, i.e., teaching-related stress and work engagement, and the quality of teacher–child interactions in Finnish kindergarten classrooms. Participants were 47 kindergarten teachers with their classrooms of 6-year-old children. Teacher–child interactions (i.e., emotional support, classroom organization, and instructional suppor…
Psychology (81 works) · Mathematics education (52 works) · Developmental psychology (44 works) · Early Childhood Education and Development (42 works) · Pedagogy (39 works) · Parental Involvement in Education (26 works) · Reading and Literacy Development (24 works) · Social Psychology (24 works) · Teacher Education and Leadership Studies (22 works) · Linguistics (19 works)