Classroom organization and teacher stress predict learning motivation in kindergarten children

By E. Pakarinen, Noona Kiuru, Marja‐Kristiina Lerkkanen, Anna-Maija Poikkeus, Martti Siekkinen, Jari Nurmi. 2010

125 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/80ea22dfd5520b0f21d104e679c2c3747b0a6cd4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis (2020, background): “There is some evidence that CO is related to children's learning motivation and self-regulation (Pakarinen et al., 2010; Rimm-Kaufman, Curby, Grimm, Nathanson, & Brock, 2009).”
Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm (2020, background): “Research has indeed shown that students can become less interested and motivated to learn when their teachers do not have enough energy and passion for inspirational teaching (Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008; Pakarinen et al., 2010; Skaalvik & Skaalvik, 2007).”
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “…of emotional exhaustion and the pressures of increased job demands (Aloe et al., 2014; Dicke et al., 2015; Jeon et al., 2018) or on the links between teachers’ emotional exhaustion and well-being and children’s school success (Arens & Morin, 2016; Pakarinen et al., 2010; Zinsser et al., 2013).”
Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours (2017, background): “Given previous research (Dennis & O’Connor, 2013; Ghazvini & Mullis, 2002; Grining et al., 2010; Pakarinen et al., 2010; Phillips et al., 2000), as well as the theoretical perspective of an interconnected systems model of classroom experiences (Pianta, 1999), the current study hypothesizes that…”
Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?☆ (2018, background): “As one example, lower levls of overall teacher job stress and higher ratings of classroom anagement were related to increased ratings of learning moti- ation in preschoolers (Pakarinen et al., 2010).”