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Clem Anna-Leena Rudasill Kathleen M. Hirvonen Riikka Aunola Kaisa Kiuru Noona 《European Journal of Psychology of Education - EJPE》2021,36(2):263-286
This study examined to what extent teacher–student conflict and closeness, on the one hand, and students’ self-concepts of ability in literacy and mathematics, on the other, are related to students’ achievement emotions (enjoyment, anxiety and boredom) in mathematics and literacy among Finnish early adolescents (N = 854). We also investigated the extent to which these associations are moderated by student temperament (surgency/extraversion, negative affectivity and effortful control). The results showed, after accounting for relevant covariates, that in both school subjects, teacher–student conflict was negatively related to enjoyment and positively to anxiety and boredom, whereas teacher–student closeness was positively related to enjoyment and negatively to boredom. Self-concepts of ability in both school subjects were positively related to enjoyment and negatively to anxiety, whereas the self-concept of ability was only negatively related to boredom in mathematics. Student temperament also moderated some of the associations in the literacy domain. Lower levels of conflict in the teacher–student relationship were related to higher levels of enjoyment in literacy, particularly among students who had lower levels of surgency/extraversion. Also, a closer relationship with the teacher or a lower self-concept of ability in literacy was related to higher levels of anxiety, particularly among students who had low effortful control. In the mathematics domain, the associations between the self-concept of ability and achievement emotions were somewhat stronger than in literacy, and the domain-specific associations were not dependent on student temperament.
相似文献2.
The purpose of the present investigation was to examine young diplomats’ socialization to the professional expert culture
of the Ministry for Foreign Affairs of Finland over a six-month on-job training period, as part of their preparation for service
in the diplomatic corps. Using social network analysis, we analyzed departments’ internal social structures, prevailing social
relations, and the young diplomats’ role and position in the networks of knowledge acquisition, practical know-how, and professional
collaboration. Data collected by contextual event sampling and theme interviews and analyzed by qualitative content analysis
were used to characterize the young diplomats’ personal social support networks, resources obtained, as well as associated
reflections regarding their functioning in and socialization to the departmental workplace community. The results indicated
that across the six-month training period, the young diplomats became involved to the workplace communities’ networked expertise
and were socialized to its expert culture, even if their achieved networking positions differed. The results revealed differences
between levels of collective operational practices in the workplace communities as well as the nature of assignments in which
the young diplomats participated and for which they were responsible. It was proposed that these differences mirrored distinction
between expansive natures of young diplomats’ workplace communities as learning environments. 相似文献
3.
This study investigated the prospective relationships between reading performance and reading habits among Finnish children during the first and second grades of primary school. One hundred and ninety‐five children were examined twice during their first primary school year and once during the spring term of Grade 2. The results showed, first, that children's reading skills predicted their reading habits: the more competent in reading children were at the end of Grade 1, the more likely they were to engage in out‐of‐school reading one year later. Second, reading habits also predicted reading skills: the amount of out‐of‐school reading at the end of Grade 1 contributed to the development of word recognition skills. 相似文献
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Lenhart Volker Savolainen Kaisa 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(3-4):145-158
International Review of Education - 相似文献
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Eeva Kaisa Hyry-Beihammer Katri Jokikokko Minna Uitto 《British Educational Research Journal》2019,45(6):1124-1139
This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers’ stories. Previous research has pointed out that teachers’ emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers’ work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term ‘diversity’, we are interested in what kind of classroom diversity seems to become meaningful in teachers’ stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers’ stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers’ stories about classroom diversity, and how the working community also affects teachers’ emotions. We argue that teachers’ stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers’ own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher–student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes. 相似文献
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This article examines a new training design for continuing professional development that aims to support the learning of the novel knowledge and skills needed in emerging professional fields by interconnecting academic and workplace settings. The training design is based on using two advisors, one from working life and the other from an academic context. The article examined whether participants’ personal orientation to adaptive expertise predicts the success of a guidance process. The interconnection of workplace and academic contexts was expected to occur through guidance practices. In addition, the features underlying the most successful guidance relationships were analysed. Data were collected by conducting repeated semi-structured interviews with 18 course participants, eight academic advisors and eight workplace advisors in the context of a 1-year energy efficiency training programme. The results indicated that a trainee’s personal orientation towards adaptive expertise is a significant component in successful guidance processes. An interconnection of workplace and academic knowledge and practices was hardly found in the guidance provided by each participant’s academic and workplace advisors. The feature underlying the most successful guidance relationships are related at the personal, dyad and context levels. An excellent match between the expert profiles of the learner and the advisor appears to be especially critical for successful guidance and powerful knowledge exchange in emerging fields. However, finding matching advisors is often challenging. Many problems are presumably solved if these ‘right persons’ can be found and if the trainees are themselves oriented to utilise the novel resources provided to them by the advisors. 相似文献
9.
Marjaana Kangas Kaisa Kopisto Krista Löfman Laura Salo Leena Krokfors 《Journal of Adventure Education & Outdoor Learning》2017,17(1):82-91
ABSTRACTThis case study examined how the agency of a fifth-grade pupil appeared across different learning environments in the primary school context. In this study, agency is defined as the initiatives taken by an individual in interactive situations. The research question is: how does a pupil’s agency manifest and vary through taking initiatives across different learning environments within curriculum-based education? The empirical data consist of 50 video episodes including learning activities in a classroom, in a vegetable garden and on a nearby farm. The findings show that the pupil’s agency varied across learning environments, manifesting itself through complementing, supportive, constructive and challenging initiatives. When developing pedagogy that supports learning across formal and informal learning environments, it is essential to enable pupils to take different kinds of initiatives and to exercise their agency in versatile contexts. 相似文献
10.
Xiao Zhang Jari-Erik Nurmi Noona Kiuru Marja-Kristiina Lerkkanen Kaisa Aunola 《Learning and individual differences》2011,21(6):690-698
This study aims to validate a teacher-report measure of children's task-avoidant behavior, namely the Behavioral Strategy Rating Scale (BSRS), in a sample of 352 Finnish children. In each of the four waves from Kindergarten to Grade 2, teachers rated children's task-avoidant behavior using the BSRS, children completed reading and mathematics tests, and trained testers rated children's task-avoidant and social-dependent behavior after the test situation. Mothers also rated children's task-avoidant behavior in the last two waves. The results showed that a two-factor model including one factor representing task avoidance and one method factor accounting for wording effects among the negatively phrased items fitted the data best. The scale demonstrated strict measurement invariance across all four waves and satisfactory convergent and discriminant validity. Teacher-reported task avoidance was negatively associated with performance in reading and mathematics. The results suggest that the BSRS is a reliable, valid, and developmentally suitable instrument. 相似文献