1. Examining the importance of the teachers' emotional support for students' social inclusion using the one-with-many design
- Author
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Johanna K. Blomster, Lauge Haastrup, Zarina Hogekamp, Yvonne H. M. van den Berg, Aslı Bursalıoğlu, Mihaela C. Călin, Melis Çetinçelik, Bursalıoğlu, Aslı, Çetinçelik, Melis, Hogekamp, Z., Blomster, J. K., Calin, M. C., Haastrup, L., van den Berg Y. H. M., College of Social Sciences and Humanities, and Department of Psychology
- Subjects
Psychology ,Learning methods ,Emotional support ,media_common.quotation_subject ,academic functioning ,Social Development ,one-with-many design ,Reciprocity (social psychology) ,Perception ,0501 psychology and cognitive sciences ,Quality (business) ,Teacher support ,General Psychology ,media_common ,Social functioning ,05 social sciences ,050301 education ,Academic functioning ,Dyadic analysis ,One-with-many design ,Social inclusion ,Teacher emotional support ,dyadic analysis ,teacher emotional support ,social inclusion ,0503 education ,Social psychology ,Protocols ,050104 developmental & child psychology - Abstract
The importance of high quality teacher-student relationships for students' well-being has been long documented. Nonetheless, most studies focus either on teachers' perceptions of provided support or on students' perceptions of support. The degree to which teachers and students agree is often neither measured nor taken into account. In the current study, we will therefore use a dyadic analysis strategy called the one-with-many design. This design takes into account the nestedness of the data and looks at the importance of reciprocity when examining the influence of teacher support for students' academic and social functioning. Two samples of teachers and their students from Grade 4 (age 9-10 years) have been recruited in primary schools, located in Turkey and Romania. By using the one-with-many design we can first measure to what degree teachers' perceptions of support are in line with students' experiences. Second, this level of consensus is taken into account when examining the influence of teacher support for students' social well-being and academic functioning., University of Oslo; Radhoud University; University of Worcester; Open Access Publishing Fund of the University of Vienna
- Published
- 2016