Teacher self-reported affect was compounded by students' self-reported affect across working phases¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers' perceptions of their own affect and guidance aligned with their students' self-reported affect, e.g., Henrik's negative perceptions matched his students' less intense but similar affect. → Tarja Pietarinen · Tuire Palonen · Marja Vauras 2021

Evidence¶

Tarja Pietarinen · Tuire Palonen · Marja Vauras 2021¶

Tarja Pietarinen · Tuire Palonen · Marja Vauras. (2021). Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms. Intern. J. Comput.-Support. Collab. Learn, 16, 261–287. https://doi.org/10.1007/s11412-021-09347-5

q2 · i? · associational · r1

Questionnaire data at three measurement points from four teachers and 56 students, analyzed descriptively across phases (Figs. 4–5). Students self-reported affect matching the teacher's negative self-perception in Henrik's class. Descriptive alignment; no effect size printed.

"Henrik had a negative perception of his affect and guidance. His students' perceptions were in line with his, though not as intense."

Discussion¶

Related Claims¶

• Teachers spent most CSCL class time on task management, content knowledge, technical support and observing, with minimal socio-emotional support
• Teachers' self-perceived guidance and affect varied across the three inquiry phases and between teachers
• Teachers' guidance and support in collaborative science inquiry differed by teacher perceptions and group outcomes, and teacher affect was compounded by student affect, per the editorial's report of Pietarinen et al. — possibly the same claim (merge candidate)