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Associations between need-supportive teaching and student and teacher emotions: a mixed-methods investigation.

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Title: Associations between need-supportive teaching and student and teacher emotions: a mixed-methods investigation.
Authors: Jiang, Jingwen (AUTHOR), Benita, Moti (AUTHOR), Steffgen, Sarah Teresa (AUTHOR), Haerens, Leen (AUTHOR), Karen Lai, Ka Wing (AUTHOR)
Source: Scandinavian Journal of Educational Research. Dec2024, Vol. 68 Issue 7, p1568-1583. 16p.
Subjects: Psychology of teachers, Teaching methods, Structural equation modeling, Rate equation model, Teacher education
Abstract: This study investigated associations between need-supportive teaching and student and teacher emotions using mixed methods. Quantitative data were gathered from the self-reports of 326 lower-secondary school students from 22 classes in Finland. Qualitative data were obtained from semi-structured interviews with four teachers. The student ratings revealed considerable between-class variances in perceived teacher emotions. The teacher interviews confirmed that teachers experienced different emotions in different classes. No significant associations between negative emotions and need support were found based on student ratings, while negative emotions were found to be connected with need support based on teacher interviews. The overall results, which combined structural equation modeling of student ratings and thematic analysis of teacher interviews, suggested the existence of reciprocal relationships between need-supportive teaching and the emotions of students and teachers. Implications for intervention research on teaching practices and teacher education are also provided. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Associations between need-supportive teaching and student and teacher emotions: a mixed-methods investigation.
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  Data: <searchLink fieldCode="AR" term="%22Jiang%2C+Jingwen%22">Jiang, Jingwen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Benita%2C+Moti%22">Benita, Moti</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Steffgen%2C+Sarah+Teresa%22">Steffgen, Sarah Teresa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Haerens%2C+Leen%22">Haerens, Leen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Karen+Lai%2C+Ka+Wing%22">Karen Lai, Ka Wing</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Dec2024, Vol. 68 Issue 7, p1568-1583. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Rate+equation+model%22">Rate equation model</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated associations between need-supportive teaching and student and teacher emotions using mixed methods. Quantitative data were gathered from the self-reports of 326 lower-secondary school students from 22 classes in Finland. Qualitative data were obtained from semi-structured interviews with four teachers. The student ratings revealed considerable between-class variances in perceived teacher emotions. The teacher interviews confirmed that teachers experienced different emotions in different classes. No significant associations between negative emotions and need support were found based on student ratings, while negative emotions were found to be connected with need support based on teacher interviews. The overall results, which combined structural equation modeling of student ratings and thematic analysis of teacher interviews, suggested the existence of reciprocal relationships between need-supportive teaching and the emotions of students and teachers. Implications for intervention research on teaching practices and teacher education are also provided. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00313831.2023.2262487
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        Text: English
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              M: 12
              Text: Dec2024
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