Martti Siekkinen
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Martti Siekkinen has a total of 20 co-authors. Here are the top co-authors by number of shared publications:
- Eija Pakarinen
University of Jyväskylä
3 shared publications - Gintautas Silinskas
University of Jyväskylä
3 shared publications - Jari-Erik Nurmi
Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
3 shared publications - Marja-Kristiina Lerkkanen
Department of Teacher Education University of Jyväskylä Jyväskylä Finland
3 shared publications - Riitta Sikiö
Philosophical Faculty, University of Eastern Finland, Joensuu, Finland
2 shared publications Anna-Maija Poikkeus
Department of Teacher Education , University of Jyväskylä
1 shared publication
Latest Publications
- 24 July 2017
- Published by Springer Nature in European Journal of Psychology of Education
- Vol. 33 (4) , 629-648
A child’s psychological adjustment impacts teachers’ instructional support and affective response
- 24 July 2017
- Published by Springer Nature in European Journal of Psychology of Education
- Vol. 33 (4) , 629-648
A child’s psychological adjustment impacts teachers’ instructional support and affective response
- 21 March 2017
- Published by Springer Nature in European Journal of Psychology of Education
- Vol. 33 (2) , 235-250
Maternal parenting styles, homework help, and children’s literacy development in language minority and Finnish-speaking families
- 21 March 2017
- Published by Springer Nature in European Journal of Psychology of Education
- Vol. 33 (2) , 235-250
Maternal parenting styles, homework help, and children’s literacy development in language minority and Finnish-speaking families
- 1 January 2016
- Published by Elsevier in International Journal of Educational Research
- Vol. 77, 99-108
Maternal literacy teaching, causal attributions and children’s literacy skills in Finnish-speaking and language minority families
- 1 January 2016
- Published by Elsevier in International Journal of Educational Research
- Vol. 77, 99-108
Maternal literacy teaching, causal attributions and children’s literacy skills in Finnish-speaking and language minority families
- 25 July 2013
- Published by Taylor & Francis in Early Education and Development
- Vol. 24 (6) , 877-897
Social Competence Among 6-year-old Children and Classroom Instructional Support and Teacher Stress
Research Findings: This study examined the extent to which observed classroom quality and teacher stress are associated with children's social competence in classrooms of 6-year-old children (kindergartners in Finland). Assessments of academic pre-skills were available for a total of 1,268 children, and kindergarten teacher ratings of social competence were available for a total of 1,222 children. The kindergarten teachers (N = 137) also provided ratings of their work-related stress. Observations of classroom quality (i.e., emotional and instructional support and classroom organization) were conducted in 49 kindergarten classrooms using the Classroom Assessment Scoring System. The results of multilevel modeling showed that the higher the observed instructional support in the classroom and the lower the level of stress a teacher reported, the more empathy and less disruptiveness the children displayed in that particular classroom. High teacher stress was also associated with higher impulsivity and lower cooperation skills among the children. Practice or Policy: The results emphasize the importance of a teacher's well-being and instructional quality in kindergartens for children's social skills.
- 25 July 2013
- Published by Taylor & Francis in Early Education and Development
- Vol. 24 (6) , 877-897
Social Competence Among 6-year-old Children and Classroom Instructional Support and Teacher Stress
Research Findings: This study examined the extent to which observed classroom quality and teacher stress are associated with children's social competence in classrooms of 6-year-old children (kindergartners in Finland). Assessments of academic pre-skills were available for a total of 1,268 children, and kindergarten teacher ratings of social competence were available for a total of 1,222 children. The kindergarten teachers (N = 137) also provided ratings of their work-related stress. Observations of classroom quality (i.e., emotional and instructional support and classroom organization) were conducted in 49 kindergarten classrooms using the Classroom Assessment Scoring System. The results of multilevel modeling showed that the higher the observed instructional support in the classroom and the lower the level of stress a teacher reported, the more empathy and less disruptiveness the children displayed in that particular classroom. High teacher stress was also associated with higher impulsivity and lower cooperation skills among the children. Practice or Policy: The results emphasize the importance of a teacher's well-being and instructional quality in kindergartens for children's social skills.