Search results for "teacher support"
showing 10 items of 11 documents
Teacher Support Resources, Need Satisfaction and Well-Being.
2015
AbstractBased on Job Demands-Resources Model (JD-R), this study examines the relationships among teacher support resources, psychological need satisfaction, engagement and burnout in a sample of 282 Spanish secondary school teachers. Nine teacher psychological needs were identified based on the study of Bess and on the Self-Determination Theory (SDT). Self-report questionnaires were used to measure the constructs selected for this study and their interrelationships were examined by structural equation modeling. The results reveal a good model fit to the data (NNFI = .88; CFI = .90; GFI = .90; RMSEA = .061). The analyses indicate a positive and significant effect of latent variable Psycholog…
Correlates and Predictors of L2 Willingness to Communicate in Polish Adolescents
2014
The concept of willingness to communicate (WTC) in L2 denotes “a readiness to enter into discourse at a particular time with a specific person or persons, using a L2” (MacIntyre et al. 1998, p. 547). In the early model of L2 WTC, there are two main variables influencing its levels: perceived communication competence and communication anxiety (MacIntyre 1994). WTC is now considered a fundamental goal of second language education (MacIntyre et al. 2003) because it offers L2 learners “greater chances for L2 practice and authentic L2 usage” (MacIntyre et al. 2001, p. 382). Students taking the risk of initiating communication in a language they do not know well are likely to become more proficie…
The Mediating Role of Classroom Climate on School Violence
2021
Mediation analysis has been confirmed as a very useful statistical tool in the social sciences, especially in school-related studies. This type of analysis was used in the present study to examine the mediating role of classroom climate (measured with the classroom environmental scale), categorized into three dimensions, namely involvement, affiliation, and teacher support, on the relationship between peer victimization and peer aggression. The participants consisted of 2011 adolescents (50.67% boys and 49.32% girls), aged between 12 and 18 years old (M = 14.17
Perceived teacher support and language anxiety in Polish secondary school EFL learners
2011
The teacher’s role is vital, both in respect to achieving academic goals, and with regard to the regulation of emotional and social processes. Positive perceptions of teacher support can endorse psychological wellness, and help maintain students’ academic interests, higher academic achievement and more positive peer relationships. The teacher who shows understanding, empathy and consistency in their behavior helps students start forming an identity, which will assist them in coping with stress and anxiety directly connected with the foreign language learning process (language anxiety). The main aim of this research is to investigate the relationship between teacher support and language anxi…
Teachers' contribution to the social life in Finnish preschool classrooms during structured learning sessions
2013
This study aimed to clarify and deepen the knowledge on and understanding of the role that teachers’ practices during teacher-led learning sessions play in creating and enhancing social life in Finnish preschool classrooms. Observational data pertaining to 20 preschool teachers were analysed according to the principles of thematic analysis. Four identified themes reflected teachers’ contribution to social life in preschool classrooms in relation to their practices under different group compositions: (1) managing children’s peer-relations; (2) promoting the coherence of the group; (3) supporting individual child as a part of group; and (4) discussing friendship and respectfulness. As a concl…
Argumentation in the Context of High School Mathematics : Examining Dialogic Aspects of Argumentation
2022
In this chapter, I examine argumentation from the perspective of dialogic argumentation that highlights students’ engagement with each other’s ideas in the process of making mathematical claims and providing evidence to support them. I analyzed the provided data for students’ dialogic and justifying moves and investigated how the teacher supported argumentation. I found that the students’ dialogic moves included elaborating and commenting on peers’ ideas. Students’ justifying moves included one case of articulating reasoning and several instances of describing support. The teacher structured argumentation by sequencing it into steps so that each step established a new piece of information. …
Et folkehelseperspektiv på elevenes psykososiale miljø i videregående skole : En tverrsnittsundersøkelse om elevenes opplevelse av klassefellesskap o…
2019
Masteroppgave folkehelsevitenskap ME516 - Universitetet i Agder 2019 Adolescents are an important target groupfor health promotion work. It’s duringthislife phasea lotdevelop mental illnesses andthe years through high school is formative to the years that follow. High schooldropout is a problem both tothe individual, as well as to the society.Young people who finish high schoolare more likely to be employed, have better health and less likely to be dependenton social benefits/ welfare. To increase the number of students finishing high school, more focus is being put on strengthening the relationships in high school. The relationshipsthe students have amongsteach other in school and the rela…
The Role of Social Support Systems in Adolescent Foreign Language Learning
2017
In adolescents the main groups of social support are their family, peers, and teachers with whom they intcract most frequently. They play a buffering role between stress and psychological well-being by helping to cope with adverse challenges, and by providing social integration. Conseąuently, it is believed that in the situation of stress caused by the necessity to learn a foreign language (FL) as a compulsory subject, social support can be viewed as an important factor that may positively influence learners’ academic achievement, exposing the role of the perccived availability of significant others’ help in achieving FL success. To date, in spite of the cali for research on the generał fun…
MOCSE Centered on Students: Validation of Learning Demands and Teacher Support Scales
2020
Based on The Educational Situation Quality Model (MOCSE, acronym in Spanish) framework, the primary objective of this study is to test the factorial validity and reliability of two MOCSE measure instruments referred to the preactional-decisional phase, specifically to learning demands and teacher supports perceived by students to overcome such demands in the classroom context. The participants were 357 Spanish undergraduate students. The data obtained by exploratory and confirmatory factor analyses revealed that the “Learning Demands Scale” (MOCSE-LDS) has a two-factor structure: perceived desirability and feasibility of demands. The data also revealed that the “Teacher Support Questionnair…
The interplay between the guidance from the digital learning environment and the teacher in supporting folding back
2022
AbstractPrevious studies have proposed that students’ mathematical understanding develops dynamically through the process known as folding back, in which learners revisit earlier forms of understanding and use them to build even deeper levels of mathematical understanding. Digital learning environments, where students can manipulate representations, are often used to enable students to notice properties, patterns, or rules. When working in such an environment, students usually receive support from the environment and the teacher. The interplay between these different sources of support is important according to previous studies. In this study, we examine this interplay in the case of foldin…