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Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just

Gasser, Luciano; Grütter, Jeanine; Buholzer, Alois; Wettstein, Alexander (2018). Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just. Learning and Instruction, 54, pp. 82-92. 10.1016/j.learninstruc.2017.08.003

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Emotionally supportive classrooms represent an important interactional context for the development of positive perceptions of student–teacher relationships. The present study investigated how students' perceptions of teacher care and justice develop over the upper elementary grades. Moreover, we studied to what degree teachers' observed emotional support predicts changes in perceptions of teacher care and justice in students with and without risks for academic failure. The study consisted of 1209 upper elementary grade students who were followed from grade five (T1) to grade six (T2, 1009 students). Multilevel analyses revealed that, over the year, student perceptions of their teacher as caring decreased in classrooms with low-quality teacher-student interactions in the emotional domain. Moreover, high emotional support from teachers protected students with high academic disengagement from developing negative perceptions of teacher justice. These results suggest a protective function of teacher's emotional support.

Item Type:

Journal Article (Original Article)

PHBern Contributor:

Gasser, Luciano, Wettstein, Alexander


[16 w 0008 01] Die Erfassung von Lehrer-Schüler-Interaktionen mittels State Space Grids Official URL




Jessica Brunner

Date Deposited:

14 Nov 2022 16:32

Last Modified:

21 Nov 2022 13:15

Publisher DOI:


Uncontrolled Keywords:

Teacher justice, teacher care, student-teacher-realtionship, CLASS (classroom assessment scoring), academic risks




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