Educational Dialogue and Teacher Occupational Stress in Relation to Student Math Performance

• In Event: AERA Roundtable Session 12
  In Roundtable Session: Cooperative Learning SIG Roundtable

Abstract

This study examined educational dialogue in relation to student math performance in Grade 2. Domains of teacher occupational stress were considered as 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 and quality of dialogue. Multilevel modelling showed that the amount of dialogue associated positively with student math performance. Teacher cynicism associated with math performance via the amount of dialogue. Moderate quality dialogues linked positively with student math performance, but no indirect associations were found with teacher cynicism. The findings provide new knowledge regarding the effect of educational dialogue on young students’ achievement and map indirect associations between teacher stress, dialogue and student math performance.

Authors

• Heli Johanna Muhonen, University of Jyväskylä

• Eija Pakarinen, University of Jyväskylä

• Helena Rasku-Puttonen, University of Jyväskylä

• Marja-Kristiina Lerkkanen, University of Jyväskylä