Classroom Organization and Teacher Stress Predict Learning Motivation in Kindergarten Children

Autor/inn/en	Pakarinen, Eija; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik
Titel	Classroom Organization and Teacher Stress Predict Learning Motivation in Kindergarten Children
Quelle	In: European Journal of Psychology of Education, 25 (2010) 3, S.281-300 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-010-0025-6
Schlagwörter	Teacher Burnout; Phonological Awareness; Learning Motivation; Scoring; Kindergarten; Reading Skills; Teaching Methods; Stress Variables; Emergent Literacy; Questionnaires; Teacher Attitudes; Classroom Techniques; Evaluators; Classroom Observation Techniques; Well Being + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Motivation for studies; Lernmotivation; Bewertung; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Frühleseunterricht; Fragebogen; Lehrerverhalten; Klassenführung; Well-being; Wellness; Wohlbefinden
Abstract	This study examined the extent to which observed teaching practices and self-reported teacher stress predict children's learning motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning of their kindergarten year. Their learning motivation and phonological awareness were assessed in the following spring. Questionnaires measuring teacher stress were filled out by 137 kindergarten teachers. A pair of trained observers used the Classroom Assessment Scoring System (Pianta et al. 2008) to observe 49 kindergarten teachers from the whole sample on their emotional support, classroom organization, and instructional support. The results of multilevel modeling showed that low teacher stress and high classroom organization predicted high learning motivation in children and that the children's learning motivation contributed to their level of phonological awareness. Moreover, children's learning motivation mediated the association between teacher stress and children's phonological awareness. The results emphasize the importance of teachers' pedagogical well-being and classroom organizational quality for children's learning motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10