The Role of Teacher Closeness in Emotions and Achievement for Adolescents with and without Learning Difficulties

Autor/inn/en	Sainio, Petra J.; Eklund, Kenneth M.; Pakarinen, Eija K.; Kiuru, Noona H.
Titel	The Role of Teacher Closeness in Emotions and Achievement for Adolescents with and without Learning Difficulties
Quelle	In: Learning Disability Quarterly, 46 (2023) 3, S.151-165 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sainio, Petra J.) ORCID (Eklund, Kenneth M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/07319487221086006
Schlagwörter	Foreign Countries; Students with Disabilities; Learning Disabilities; Teacher Student Relationship; Reading Skills; Mathematics Skills; Emotional Response; Student Attitudes; Grade 7; Secondary School Students; Adolescents; Finland + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Emotionales Verhalten; Schülerverhalten; School year 07; 7. Schuljahr; Schuljahr 07; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Finnland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01