Sosioemotionaalinen tuki

  • Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B, & Pianta. R. (2013) Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary, School Psychology Review, 42, 76-98, DOI: 10.1080/02796015.2013.12087492 
  • Cadima, J., Leal, T., & Burchinal, M. (2010). The quality of teacher–student interactions: Associations with first graders' academic and behavioral outcomes. Journal of School Psychology, 48(6), 457–482. https://doi.org/10.1016/j.jsp.2010.09.001 
  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), The Minnesota symposia on child psychology, Vol. 23. Self processes and development (p. 43–77). Lawrence Erlbaum Associates, Inc. (https://drjameswellborn.com/wp-content/uploads/2017/10/Connel-and-Wellborn-Chapter.pdf) 
  • Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48(2), 90–101. https://doi.org/10.1037/0003-066X.48.2.90 
  • Frenzel, T. Goetz, E. J., Stephens, B., & Jacob, B. (2009). Jacob Antecedents and effects of teachers' emotional experiences: an integrated perspective and empirical test. Teoksessa P.A. Schutz, M. Zembylas (toim.), Advances in teacher emotion research: The impact on teachers' lives, Springer, New York (2009), s. 129-151 
  • Gross, J. J. (2002). Emotion regulation: affective, cognitive, and social consequences, Psychophysiology, 39 (2002), pp. 281-291 
  • Jian, J. (2019). Teachers’ emotions and beliefs : intertwined with teachers’ support for students’ psychological needs. VÄITÖS, tarkista miten viitataan http://urn.fi/URN:ISBN:978-951-29-7752-9 
  • Pakarinen, E., Aunola, K., Kiuru, N., Lerkkanen, M.-K., Poikkeus, A.-M., Siekkinen, M., & Nurmi, J.-E. (2014). The cross-lagged associations between classroom interactions and children's achievement behaviors. Contemporary Educational Psychology, 39 (3), 248-261. doi:10.1016/j.cedpsych.2014.06.001 
  • Pakarinen, E., Lerkkanen, M-K. & von Suchodoletz, A. (2020). Teacher emotional support in relation to social competence in preschool classrooms. International Journal of Research & Method in Education DOI: 10.1080/1743727X.2020.1791815 
  • Pöysä, S., Pakarinen, E., Kajamies, A., & Lerkkanen, M.-K. (2021). VOPA-toimintamalli opettajan vuorovaikutusosaamisen ja arvioinnin tukena. https://bulletin.nmi.fi/2021/06/22/vopa-toimintamalli-opettajan-vuorovaikutusosaamisen-ja-arvioinnin-tukena/
  • Pöysä, S., Pakarinen, E., Ketonen, L., Lehesvuori, S. & Lerkkanen, M.-k. 2021. Vuorovaikutus osana opettajan arviointiosaamista (VOPA) -toimintamallin vaiheittaiset kuvaukset. https://doi.org/10.17011/jyx/dataset/75754
  • Rimm-Kaufman, S. E., Early, D. M., Cox, M. J., Saluja, G., Pianta, R. C., Bradley, R. H., & Payne, C. (2002). Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom. Journal of Applied Developmental Psychology, 23, 451–470. https://doi.org/10.1016/S0193-3973(02)00128-4 
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 
  • Wang, M. T., Degol, J. L., Amemiya, J., Parr, A. & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysisDevelopmental Review57, 100912.