Students' experiences of the development of emotional engagement

被引：48

作者：

Ulmanen, Sanna ^{[1
]}

Soini, Tiina ^{[1
]}

Pietarinen, Janne ^{[2
]}

Pyhalto, Kirsi ^{[3
,4
]}

机构：

[1] Univ Tampere, Sch Educ, Akerlundinkatu 5, Tampere 33014, Finland

[2] Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Yliopistokatu 2,POB 111, Joensuu, Finland

[3] Univ Oulu, Fac Educ, Yliopistokatu 9, Oulu 90014, Finland

[4] Univ Helsinki, Fac Educ Sci, PL, POB 2000, FIN-00014 Helsinki, Finland

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2016年 / 79卷

关键词：

Emotional engagement; Sense of belonging; Teacher-student relationships; Peer relationships; TEACHER-CHILD RELATIONSHIPS; STAGE-ENVIRONMENT FIT; SCHOOL ENGAGEMENT; ACADEMIC ENGAGEMENT; ADOLESCENTS PERCEPTIONS; PEER RELATIONSHIPS; SOCIOMETRIC STATUS; MIDDLE SCHOOL; ACHIEVEMENT; PREDICTORS;

D O I：

10.1016/j.ijer.2016.06.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The stability and internal dynamics of students' emotional engagement was examined in a longitudinal study among primary and secondary school students over three terms. A total of 170 students were surveyed, and the study was conducted using structural equation modelling. The results showed that emotional engagement remained stable over time. Furthermore, the results showed that the students' emotional engagement in teacher student relationships associated with emotional engagement in peer relations and explained the perceived peer-group relations over time. Surprisingly, the association between teacher-student and peer-group relations was stronger among the secondary school students than among the primary school students, implying that despite the contextual differences, teachers have real opportunities to promote positive peer influences at different phases of the school path. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：86 / 96

页数：11

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