E Pakarinen
Dados Biográficos
| ID | 817889 |
|---|---|
| NOME | E Pakarinen |
| PRENOMES | E |
| SOBRENOME | Pakarinen |
| ASSINATURA | PAKARINEN E |
| AFILIAÇÕES | University of Jyväskylä |
| ORCID | 0000-0001-7190-6705 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 53 |
| TOTAL DE CITAÇÕES | 109 |
| TOTAL COMO AUTOR | 53 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 7 |
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
Cross-Lagged Associations Between Teacher–Child Relationships and Children’s Social Competence in Kindergarten
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
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
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…
Relationship building in culturally diverse European classrooms – a scoping review
Changing demographics in Europe highlight the need of teachers prepared for culturally diverse educational contexts (CDEC) and relationship building (RB). This scoping review explores how the topic of RB in CDEC has been addressed within European-centred research. We conducted a search involving three databases, a grey-literature search, and a reference search, identifying 32 articles that met our requirements. Our findings indicate among others …
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…
Elementary school principals’ work from the ecological systems perspective
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…
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
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
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…
Investigating educational dialogue
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…
Teachers’ occupational stress and perceived support in Finland and Estonia during the Covid-19 lockdown
This study examined teachers’ experiences of occupational stress in Finland and Estonia during the COVID-19 lockdown, and whether their stress would be related to their experiences of support from colleagues and leaders. The participants were total of 1,319 teachers that were teaching grades 1–6 in spring 2020. The data were analyzed using regression analyses with interaction terms. The results showed that the teachers in Finland and Estonia expe…
Teaching practices mediating the effect of teachers’ psychological stress, and not physiological on their visual focus of attention
The aim of the present study was to investigate the association between teachers’ ( N = 53) physiological and psychological stress and their visual focus of attention as well as the mediating effect of teaching practices on this association in authentic classroom settings. Data were collected using multimodal methods of measurement: salivary cortisol levels for physiological stress, a self-reported questionnaire for psychological stress, observed…
Work-related stress of elementary school principals in Finland
The present study aimed to investigate elementary school principals’ self-reported causes of work-related stress, their coping strategies to deal with stress and the support they need for their leadership. Seventy-six principals filled in the questionnaire, which included open-ended questions. Qualitative content analysis was used to analyse the data. The results showed that the main sources of stress were workload, interpersonal conflicts, a lac…
The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens
Research Findings: The aim of the present study was to identify profiles of kindergarten teachers based on the observed quality of interactions with the children in their classrooms and to explore possible differences between the profiles in terms of teachers’ occupational well-being and teacher and classroom characteristics. Participants were 54 Finnish kindergarten teachers whose interactions with children were observed with the Classroom Asses…
Students’ experiences of their agency in whole-class playing
The agency of primary school students has been studied increasingly in recent years; yet, we know relatively little about student agency in music educational settings or how students experience their participation in joint musical action. This study explores sixth-grade students’ experiences of their agency in whole-class playing. Qualitative content analysis of 11 pair interviews identified vulnerability as an essential element of participating …
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…
Teachers' daily physiological stress and positive affect in relation to their general occupational well-being
BackgroundTeachers' stress, affect and general occupational well-being influence their teaching and their students. However, how teachers' daily physiological stress and positive affect are related in the classroom is unknown. To reduce teachers' stress and enhance their positive affect, it is crucial to understand how occupational well-being relates to stress and affect.AimThe aim of the study was to examine the relationships between teachers' d…
The potential of biophysiology for understanding motivation, engagement and learning experiences
Background and AimsIntegrative models applied to human learning and performance emphasize the joint operation of biological, psychological, social, and educational processes to fully understand human functioning. Educational psychology researchers have typically emphasized psycho-educational and psycho-social factors in motivation, engagement and learning, but do not often consider the biophysiological factors.ResultsThis Editorial and Special Is…
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…
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…
Teacher burnout explained
Understanding the factors related to teacher burnout helps in creating schools which foster teachers’ job satisfaction and the delivery of high-quality education. We studied teacher burnout and its three subdomains across several teacher-, student-, and organisation-level variables, including teacher category, class size, number of students with support needs, attitudes towards inclusive education, and availability of support. The participants we…
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
Scaffolding through dialogic teaching in early school classrooms
Teacher coping profiles in relation to teacher well-being
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
Child-centered versus teacher-directed teaching practices
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…
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…
The potential of biophysiology for understanding motivation, engagement and learning experiences
Background and AimsIntegrative models applied to human learning and performance emphasize the joint operation of biological, psychological, social, and educational processes to fully understand human functioning. Educational psychology researchers have typically emphasized psycho-educational and psycho-social factors in motivation, engagement and learning, but do not often consider the biophysiological factors.ResultsThis Editorial and Special Is…
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…
Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia
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…
Development of pre-academic skills and motivation in kindergarten
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…
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
Mothers’ trust toward teachers in relation to teaching practices
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
Scaffolding through dialogic teaching in early school classrooms
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…
Development of pre-academic skills and motivation in kindergarten
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…
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…
Directors' stress in day care centers
Purpose This study aims to explore what causes stress to day care center directors and what their coping strategies are. In addition, the study examined the extent to which directors experience work-related stress and burnout, and the factors associated with their work-related stress, engagement and recovery from work. Design/methodology/approach A mixed method approach was used. Findings The results showed that the main sources of directors' str…
Dialogue through the eyes
Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates
Teacher burnout explained
Understanding the factors related to teacher burnout helps in creating schools which foster teachers’ job satisfaction and the delivery of high-quality education. We studied teacher burnout and its three subdomains across several teacher-, student-, and organisation-level variables, including teacher category, class size, number of students with support needs, attitudes towards inclusive education, and availability of support. The participants we…
Patterns of Teachers’ Occupational Well-Being During the Covid-19 Pandemic
This study examined profiles of teachers’ occupational well-being during the COVID-19 pandemic. The data were collected from 279 Finnish primary school teachers during the spring of 2020. Four groups of teachers were identified by using Latent Profile Analysis: 1) teachers with mediocre stress and work engagement (34.4%); 2) teachers with mediocre stress and lowest work engagement (11.5%); 3) teachers with highest stress and work engagement (26.5…
Investigating Bidirectional Links Between the Quality of Teacher–Child Relationships and Children’s Interest and Pre-Academic Skills in Literacy and Math
This study investigated bidirectional links between the quality of teacher–child relationships and children’s interest and pre-academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality between boys and girls were explored. Participants were 461 Finnish kindergarteners (6-year-olds) and their teachers (n = 48). Teachers reported their closeness and conflict with each child twice throughout the kindergarten …
Reflections on dialogicity
Research related to dialogic teaching has been gaining ground in recent decades. On a theoretical level, researchers have described how sociocultural approaches are linked to dialogic teaching. In addition, empirical studies have explained how dialogic teaching manifests itself in educational dialogue and classroom interactions. However, studies addressing how the dialogic theory and practice could be linked meaningfully in teacher education and …
Educational dialogue among teachers experiencing different levels of self-efficacy
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…
Teacher coping profiles in relation to teacher well-being
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…
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…
Parental Trust in Teachers and Children’s Interest in Reading and Math
This study investigated cross-lagged associations between parental trust in a child’s teacher and children’s academic interest across Grades 1–4 in primary school. Parents rated trust in their child’s teacher, and 576 children reported their interest in reading and math at each grade. The results showed that high parental trust in a child’s teacher predicted the child’s high interest in math. In addition, the child’s high interest in reading in G…
Psychological Detachment as a Mediator Between Successive Days' Job Stress and Negative Affect of Teachers
The study investigated the mediating role of teachers' psychological detachment between successive days' job stress and negative affect. Fifty-seven Finnish teachers answered to a mobile diary four times a day on two successive workdays assessing their negative affect, three times a day assessing their job stress and once a day after work assessing their psychological detachment from work. Two-level modeling on both the between individual level a…
Teacher beliefs about student agency in whole-class playing
This study explores music teachers’ beliefs of student agency in whole-class playing and investigates what characterises student agency through teachers’ values, actions and observations within this unique multimodal and -dimensional learning environment. Our abductive analysis of 11 interviews reveals that the role of teacher support is significant in enacting students’ agency. This study provides insights into student agency through the eyes an…
Psychology (45 obras) · Mathematics education (28 obras) · Pedagogy (27 obras) · Early Childhood Education and Development (25 obras) · Developmental psychology (18 obras) · Teacher Education and Leadership Studies (18 obras) · Parental Involvement in Education (16 obras) · Computer Science (14 obras) · Social Psychology (13 obras) · Sociology (12 obras)