The relationship between kindergarten classroom environment and children's engagement

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dc.authoridErhan, Gülseren/0000-0002-5655-039X
dc.authoridAVCI, CANAN/0000-0002-9313-4977
dc.authorwosidErhan, Gülseren/ABI-2168-2020
dc.authorwosidavcı, canan/Y-5587-2018
dc.contributor.authorAydogan, Canan
dc.contributor.authorFarran, Dale C.
dc.contributor.authorSagsoz, Gulseren
dc.date.accessioned2024-08-04T20:41:20Z
dc.date.available2024-08-04T20:41:20Z
dc.date.issued2015
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe primary aim of the present study was to examine the way in which instructional and emotional aspects of teacher support combined to predict children's engagement in learning-related activities in kindergarten classrooms that served a socio-economically diverse population of children. Observations were conducted on teachers and children in 45 classrooms. Results revealed that instructional and emotional support in combination were predictive of the intensity of children's learning engagement. The effect of instructional practices was contingent on the emotional tone of the classroom. The instructional practices had larger effects on the mean level of engagement in classrooms with more positive emotional tone. The study has critical implications for future research in terms of classroom environments supporting children's learning.en_US
dc.identifier.doi10.1080/1350293X.2015.1104036
dc.identifier.endpage618en_US
dc.identifier.issn1350-293X
dc.identifier.issn1752-1807
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-84948406474en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage604en_US
dc.identifier.urihttps://doi.org/10.1080/1350293X.2015.1104036
dc.identifier.urihttps://hdl.handle.net/11616/97065
dc.identifier.volume23en_US
dc.identifier.wosWOS:000365605600003en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofEuropean Early Childhood Education Research Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectlearning engagementen_US
dc.subjectinstructional teacher supporten_US
dc.subjectteacher's affective toneen_US
dc.subjectkindergarten educationen_US
dc.subjectyoung childrenen_US
dc.titleThe relationship between kindergarten classroom environment and children's engagementen_US
dc.typeArticleen_US

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