Classroom organization and teacher stress predict learning motivation in kindergarten children

Abstract

This study examined the extent to which observed teaching practices and self-reported teacher stress predict children's learning motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning of their kindergarten year. Their learning motivation and phonological awareness were assessed in the following spring. Questionnaires measuring teacher stress were filled out by 137 kindergarten teachers. A pair of trained observers used the Classroom Assessment Scoring System to observe 49 kindergarten teachers from the whole sample on their emotional support, classroom organization, and instructional support. The results of multilevel modeling showed that low teacher stress and high classroom organization predicted high learning motivation in children and that the children's learning motivation contributed to their level of phonological awareness. Moreover, children's learning motivation mediated the association between teacher stress and children's phonological awareness. The results emphasize the importance of teachers' pedagogical well-being and classroom organizational quality for children's learning motivation.

Classroom risks and resources: Teacher burnout, classroom quality and children's adjustment in high needs elementary schools

“…We also draw from job demandsresources theory (Demerouti, Bakker, Nachreiner, & Schaufeli, 2001) to propose that when classroom settings are highly demanding, such as those with high aggregate externalizing behaviors, teachers may experience more job-related burnout and their classroom instruction may be compromised (Brouwers, Tomic, & Boluijt, 2011;Dicke et al, 2014). In turn, negative classroom settings may undermine children's adjustment (Pakarinen et al, 2010;Thomas et al, 2011;Yoon, 2002) whereas supportive classrooms settings may enhance children's adjustment (Brackett, Reyes, Rivers, Elbertson, & Salovey, 2011;Downer et al, 2007;Hamre & Pianta, 2005). reflects teachers' beliefs that they are effective and accomplishing personal goals for their work.…”

“…In turn, teachers' feelings of burnout and classroom quality may predict short-term change in children's social and academic adjustment in early elementary school (Downer, Rimm-Kaufman, & Pianta, 2007;Hamre & Pianta, 2005;Klusmann et al, 2008;Pakarinen et al, 2010;Thomas, Bierman, Powers, & Conduct Problems Prevention Research Group, 2011;Yoon, 2002). The adverse effects of teacher burnout on child adjustment may be particularly likely in the context of aggregate and individual child externalizing behaviors (Aikens & Barbarin, 2008;Bradshaw, Schaeffer, Petras, & Ialongo, 2010;Chang, 2004;Mercer & DeRosier, 2008;Stormshak et al, 1999;Thomas et al, 2011).…”

Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

“…Ponitz et al, (2009) [42] proposed that there are several methods as to elevate children's reading motivation; namely, child-centered, adult-scaffolding, free choices and enough time, provision of appropriate reading incentives, design of multiple diverse reading activities, and constructing a warm reading environment. From the Developmentally Appropriately Practice perspective, child-centered learning enables the children to play an active role in learning process and motivates them to take part in reading activities organized by the educators (Pakarinen et al, 2010) [43].…”

La Motivación De Los Niños Del 2º Ciclo De Ei Según La Visión De Sus Padres

“…No obstante, desde estos enfoques, los pocos estudios existentes en la Literatura son meramente descriptivos, centrándose en el momento de aparición de los elementos motivacionales y su semejanza a los de los adultos. Esta idea también se refleja en otra investigación que estudia la motivación para aprender y la conciencia fonológica en niños de parvulario (Pakarinen, Kiuru, Lerkkanen, Poikkeus, Siekkinen y Nurmi, 2010). Todas estas investigaciones ponen de manifiesto que la Educación Infantil es la etapa clave en el desarrollo integral del niño y que los padres juegan un papel decisivo en la influencia que éstos ejercen sobre la motivación de los más pequeños hacia el aprendizaje.…”