Students’ evocative impact on teacher instruction and teacher–child relationships

By Jari Nurmi, Noona Kiuru. 2015

108 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0608a929fedfff676c37a0237d92a4f763e2874b

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In Education

Citations in the corpus

Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just (2018, background): “For example, students with high academic risks (e.g., low academic achievement and engagement) are more likely to develop negative perceptions of the relationships with their teachers than students with low academic risks (Nurmi & Kiuru, 2015).”
In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement (2017, background): “…more disaffected students typically experience their teachers as withdrawing their support and becoming more controlling over time, while at the same time their peer connections are largely confined to other disaffected students (Kiuru et al., 2015; Nurmi & Kiuru, 2015; Skinner & Belmont, 1993).”
Social Support and Classroom Management Are Related to Secondary Students’ General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings (2018, background): “For instance, it is possible that students who exhibit increased school satisfaction will evoke positive reactions from their teacher and receive more social support (Nurmi & Kiuru, 2015).”
Parental Involvement in Math Homework: Links to Children’s Performance and Motivation (2019, background): “This “evocative effect” of children’s characteristics, not only the active efforts of the child (e.g., specific invitations [Green, Walker, Hoover-Dempsey, & Sandler, 2007]), can influence the reaction of significant others (e.g., parents and teachers [Nurmi, 2012; Nurmi & Kiuru, 2015]).”
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “Busy students, who clearly express their strong willingness to contribute, might do so to impress their teachers (Nurmi and Kiuru 2015), display their high knowledge, or receive confirmation (Sidelinger and Booth-Butterfield 2010).”
Emotion Transmission in the Classroom Revisited: A Reciprocal Effects Model of Teacher and Student Enjoyment (2017, result): “This proposition is also in line with findings showing reciprocal effects between teacher behavior and student engagement across a school year (Skinner & Belmont, 1993) and more generally with the idea of students’ “evocative impact” on their teachers (Nurmi & Kiuru, 2015, p. 445).”