How do teacher support trajectories influence primary and lower-secondary school students' study well-being

Approved

Classifications

MinEdu publication type
A1 Journal article (peer-reviewed)
Definition
Article
Target group
Scientific
Peer reviewed
Peer-reviewed
Article type
Journal article
Host publication type
Journal

Authors of the publication

Number of authors
5
Authors
Ulmanen, Sanna; Rautanen, Pihla; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi
Local authors
Author
Pietarinen, Janne

Publication channel information

Title of journal/series
Frontiers in psychology
ISSN (electronic)
1664-1078
ISSN (linking)
1664-1078
Publication forum ID
70493
Publication forum level
1
Internationality
Yes

Detailed publication information

Publication year
2023
Reporting year
2023
Journal/series volume number
14
Article number
1142469
DOI
10.3389/fpsyg.2023.1142469
Language of publication
English

Co-publication information

International co-publication
Yes
Co-publication with a company
No

Availability

Classification and additional information

MinEdu field of science classification
516 Educational sciences
Keywords
teacher support trajectories; study engagement; study-related burnout; grade-level differences; latent growth mixture modeling

Funding information

Funding information in the publication
This research was supported by the Ministry of Education and Culture [grant number 6600567] and the Strategic Research Council (SRC), the Academy of Finland (grant number 1352509). SU was supported by a postdoctoral fellowship from the Finnish Cultural Foundation (grant number 00211124).
Funders
Funder
Academy of Finland
Name of funding
-
Funding decision
-
Funder
The Finnish Cultural Foundation
Name of funding
-
Funding decision
-

Source database ID

WoS ID
WOS:001059813000001
Scopus ID
2-s2.0-85170388525