Header

UZH-Logo

Maintenance Infos

Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just


Gasser, Luciano; Grütter, Jeanine; Buholzer, Alois; Wettstein, Alexander (2018). Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just. Learning and Instruction, 54:82-92.

Abstract

Emotionally supportive classrooms represent an important interactional context for the development of positive perceptions of student–teacher relationships. The present study investigated how students' perceptions of teacher care and justice develop over the upper elementary grades. Moreover, we studied to what degree teachers' observed emotional support predicts changes in perceptions of teacher care and justice in students with and without risks for academic failure. The study consisted of 1209 upper elementary grade students who were followed from grade five (T1) to grade six (T2, 1009 students). Multilevel analyses revealed that, over the year, student perceptions of their teacher as caring decreased in classrooms with low-quality teacher-student interactions in the emotional domain. Moreover, high emotional support from teachers protected students with high academic disengagement from developing negative perceptions of teacher justice. These results suggest a protective function of teacher's emotional support.

Abstract

Emotionally supportive classrooms represent an important interactional context for the development of positive perceptions of student–teacher relationships. The present study investigated how students' perceptions of teacher care and justice develop over the upper elementary grades. Moreover, we studied to what degree teachers' observed emotional support predicts changes in perceptions of teacher care and justice in students with and without risks for academic failure. The study consisted of 1209 upper elementary grade students who were followed from grade five (T1) to grade six (T2, 1009 students). Multilevel analyses revealed that, over the year, student perceptions of their teacher as caring decreased in classrooms with low-quality teacher-student interactions in the emotional domain. Moreover, high emotional support from teachers protected students with high academic disengagement from developing negative perceptions of teacher justice. These results suggest a protective function of teacher's emotional support.

Statistics

Citations

Dimensions.ai Metrics
14 citations in Web of Science®
15 citations in Scopus®
Google Scholar™

Altmetrics

Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Psychology
Dewey Decimal Classification:150 Psychology
Scopus Subject Areas:Social Sciences & Humanities > Education
Social Sciences & Humanities > Developmental and Educational Psychology
Uncontrolled Keywords:Education, Developmental and Educational Psychology DoktoratPsych
Language:English
Date:1 April 2018
Deposited On:29 Oct 2018 14:02
Last Modified:29 Jul 2020 07:58
Publisher:Elsevier
ISSN:0959-4752
OA Status:Closed
Publisher DOI:https://doi.org/10.1016/j.learninstruc.2017.08.003

Download

Full text not available from this repository.
View at publisher

Get full-text in a library