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ObjectiveTo examine the longitudinal stability, interdependence, and intergenerational transmission of social and emotional loneliness among boys and girls.BackgroundThe benefits of a two‐dimensional loneliness measurement distinguishing between social and emotional loneliness are established; however, understanding of their possible developmental interdependence over time is lacking. Boys have been shown to experience more emotional loneliness, but gender‐specific differences in the intergenerational transmission of loneliness remain scarcely mapped.MethodTwo‐dimensional loneliness experiences were collected from 318 fourth‐ to sixth‐graders in Finland over five time points and from their parents at the first time point. Data were analyzed using structural equation modeling.ResultsThe developmental pathways of emotional and social loneliness dimensions were relatively independent of one another. Long‐term social loneliness of sons was predicted by their father's loneliness, and that of daughters was predicted by their mother's loneliness.ConclusionGender‐specific pathways in the intergenerational transmission of loneliness are a new finding and need further exploration in future research.ImplicationsA gender‐sensitive two‐dimensional approach is important given the distinct experiences and paths of social and emotional loneliness between boys and girls. Supporting children and their families is crucial to intervene in the paths of loneliness at an early stage.

This study explored teachers’ autonomy-supportive and controlling behaviors through video-taped observation in the classroom. Four lessons by two teachers from a secondary school in Finland were videotaped and analyzed using a rigorous coding protocol. It was found that teachers employed both autonomy-supportive and controlling teaching during the same lesson, and even combined them in the same instructional sequence. This finding suggests the complexity of the use of autonomy support and control in the classroom, as well as their context-dependent aspects. The novel finding from this study was that teachers showed error tolerance and creativity to support students’ autonomy. Showing error tolerance and teaching creatively have not been investigated from the perspective of autonomy support in previous research. Furthermore, this study suggested that indirect control and its negative effects on students’ learning and well-being should arouse more concern in future research. Implications for teaching practice concerning supporting students’ autonomy have been provided.

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This study explored teacher beliefs and emotion expression via six semi-structured interviews with teachers, and discussed the findings in relation to the Self-Determination Theory, which addresses teacher support for autonomy, competence, and relatedness. The findings showed that teacher beliefs about their roles as educators, carers, and providers of reassurance reflected expressing clear expectation, caring for students, and considering student perspectives and feelings; teacher beliefs about equality between teachers and students appeared connected with trust in students and encouragement of their self-initiation; teacher beliefs about closeness to students reflected caring for students; teacher expression of negative emotions by discussing the problem with students conveyed explanatory rationales for expected student behaviors. This study revealed that teacher beliefs about teacher-student power relations may be connected with teacher appraisals of student misbehaviors. The findings also suggest that teachers need to discuss the problem with students rather than lose their temper or suppress their emotion when they feel a need to direct-stage anger. Future research could investigate teachers' faking a particular emotion, such as faking indifference as revealed in the present study. Future research could also explore the reason for and harmfulness of embracing beliefs, e.g., negative expression of anger as a safety belt.