Classroom organization and teacher stress predict learning motivation in kindergarten children |
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Authors: | Eija Pakarinen Noona Kiuru Marja-Kristiina Lerkkanen Anna-Maija Poikkeus Martti Siekkinen Jari-Erik Nurmi |
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Institution: | 1. Department of Psychology, University of Jyv?skyl?, P.O. Box?35, 40014, Jyv?skyl?n Yliopisto, Finland 2. Department of Teacher Education, University of Jyv?skyl?, P.O. Box?35, 40014, Jyv?skyl?n Yliopisto, Finland 3. Philosophical Faculty, School of Applied Educational Science and Teacher Education, University of Eastern Finland, P.O. Box?111, 80101, Joensuu, Finland
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Abstract: | This study examined the extent to which observed teaching practices and self-reported teacher stress predict children’s learning
motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning
of their kindergarten year. Their learning motivation and phonological awareness were assessed in the following spring. Questionnaires
measuring teacher stress were filled out by 137 kindergarten teachers. A pair of trained observers used the Classroom Assessment
Scoring System (Pianta et al. 2008) to observe 49 kindergarten teachers from the whole sample on their emotional support, classroom organization, and instructional
support. The results of multilevel modeling showed that low teacher stress and high classroom organization predicted high
learning motivation in children and that the children’s learning motivation contributed to their level of phonological awareness.
Moreover, children’s learning motivation mediated the association between teacher stress and children’s phonological awareness.
The results emphasize the importance of teachers’ pedagogical well-being and classroom organizational quality for children’s
learning motivation. |
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