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Primary school students' perceived teacher support – associations with teachers' resources and contextual factors.

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Title: Primary school students' perceived teacher support – associations with teachers' resources and contextual factors.
Authors: Rautanen, Pihla (AUTHOR), Soini, Tiina (AUTHOR), Pietarinen, Janne (AUTHOR), Pyhältö, Kirsi (AUTHOR)
Source: Scandinavian Journal of Educational Research. Feb2026, Vol. 70 Issue 1, p189-205. 17p.
Subjects: Student well-being, Class size, Academic support programs, Classroom dynamics, School size, Socioeconomic status, Longitudinal method, Educational resources
Abstract: Teacher support is an essential resource for students learning and well-being at school. This study examines whether teachers' resources (i.e., perceived social resources in the professional community, work-related stress, and teaching experience) and contextual factors (i.e., class size, school size, and neighborhood socioeconomic status) relate to between class differences in levels and development of students' teacher support experiences. A two-level latent growth curve analysis is used to study the three-wave longitudinal survey data from fourth to sixth graders (n = 1,879) from 114 classes and their teachers (n = 114). The results indicate that the teacher's perceived professional recognition and support from colleagues and work-related stress related to the class differences in the support students perceive from the teacher. [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: Primary school students' perceived teacher support – associations with teachers' resources and contextual factors.
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  Data: <searchLink fieldCode="AR" term="%22Rautanen%2C+Pihla%22">Rautanen, Pihla</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Soini%2C+Tiina%22">Soini, Tiina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pietarinen%2C+Janne%22">Pietarinen, Janne</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pyhältö%2C+Kirsi%22">Pyhältö, Kirsi</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Feb2026, Vol. 70 Issue 1, p189-205. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Student+well-being%22">Student well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Class+size%22">Class size</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+dynamics%22">Classroom dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22School+size%22">School size</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+resources%22">Educational resources</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Teacher support is an essential resource for students learning and well-being at school. This study examines whether teachers' resources (i.e., perceived social resources in the professional community, work-related stress, and teaching experience) and contextual factors (i.e., class size, school size, and neighborhood socioeconomic status) relate to between class differences in levels and development of students' teacher support experiences. A two-level latent growth curve analysis is used to study the three-wave longitudinal survey data from fourth to sixth graders (n = 1,879) from 114 classes and their teachers (n = 114). The results indicate that the teacher's perceived professional recognition and support from colleagues and work-related stress related to the class differences in the support students perceive from the teacher. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=190954516
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        Value: 10.1080/00313831.2025.2468174
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 189
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      – SubjectFull: Student well-being
        Type: general
      – SubjectFull: Class size
        Type: general
      – SubjectFull: Academic support programs
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      – SubjectFull: Classroom dynamics
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      – SubjectFull: School size
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      – SubjectFull: Socioeconomic status
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            NameFull: Soini, Tiina
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            NameFull: Pietarinen, Janne
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            – D: 01
              M: 02
              Text: Feb2026
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              Y: 2026
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