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ERIC Number: EJ1412662
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-3831
EISSN: EISSN-1470-1170
Educational Dialogue and Teacher Occupational Stress in Relation to Student Math Performance
Heli Muhonen; Eija Pakarinen; Helena Rasku-Puttonen; Marja-Kristiina Lerkkanen
Scandinavian Journal of Educational Research, v68 n3 p539-557 2024
This study examined the amount and quality of educational dialogue in relation to student math performance in Grade 2. Domains of teacher occupational stress were considered predicting variables for dialogue and math performance. Video-recorded lessons (N = 151) of 50 teachers were analysed in terms of dialogic episodes to determine the amount (length and number of episodes) and quality (four patterns) of dialogue. Multilevel modelling showed that the amount of educational dialogue associated positively with student math performance. In addition, teacher cynicism was related to math performance via the amount of educational dialogue. Regarding dialogue quality, moderate-quality dialogue linked positively with student math performance, but no indirect associations were found when considering teacher cynicism. The findings provide important new knowledge by investigating the effect of educational dialogue on young students' achievement and by mapping indirect associations between teacher occupational stress, dialogue, and student math performance.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A