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The impact of teacher-student classroom interactions in primary school environment on children's engagement in classroom : A systematic literature review

In primary school classrooms, teacher-student relations, student’s school engagement, achievement, and the frequency of teachers’ academic interactions are related to higher levels of student engagement. Since different strategies teachers use to initiate classroom interactions have different impacts on students’ engagement, the aim of this thesis is to explore how teacher-student classroom interactions in primary school influence their classroom engagement. A systematic literature review was conducted by using three databases. Eight studies that fit inclusion criteria were exerted and identified. The results show that teachers’ positive strategies (eg. emotional support, help, give instruction) in classroom interaction can significantly increase students’ behavior engagement, improve students’ social engagement and some of the strategies can also hinder students’ emotional engagement in classroom This thesis identifies actions teachers use to conduct classroom interaction and shows how these actions influence students’ behavioral, social, and emotional engagement in primary schools, which gives teachers an overview of the positive consequences of these interaction strategies in primary school classrooms. The suggestions for future research are, further studies can also include studies that perceived classroom interaction from teachers’ perspective and measured the influence of teachers’ negative interaction strategies (eg. criticism, punishment).

Identiferoai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hj-35882
Date January 2017
CreatorsWang, Minzhi
PublisherHögskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD
Source SetsDiVA Archive at Upsalla University
LanguageEnglish
Detected LanguageEnglish
TypeStudent thesis, info:eu-repo/semantics/bachelorThesis, text
Formatapplication/pdf
Rightsinfo:eu-repo/semantics/openAccess

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