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Psychological-Educational Studies
2020. Vol. 12, No. 1. pp. 44–58.
doi:10.17759/psyedu.2020120104
ISSN: 2587-6139 (online)

Pedagogical Communication between Primary School Teachers and Pupils as a Factor in the Wellbeing of Primary School Students in Educational Activities

Semenova T.S. PhD (Psychology), Assistant Professor, Pedagogical Institute. V.G. Belinsky, Faculty of Pedagogy, Psychology and Social Sciences, Department "Pre-school and defectological education", FSBEI of HE "Penza State University" (PSU), Penza, Russia, integra58@mail.ru
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The study of the psychological well-being of younger students in educational activities is relevant because of the significant number of publications on the facts of school disadvantaged children, the reason for which is recognized as the unconstructive organization of the educational process. In the article the author compared the interaction with pupils at the lesson of two teachers of primary classes with different level of pedagogical skill and correlated the revealed differences with the indicators of psychological well-being of their pupils. The author used his own method of registration of interactions. Pupils of two thirds classes (24 and 27 persons) of Penza secondary general education school and their teachers (2 persons) took part in the research. The results show that the interaction of a master teacher with pupils in the classroom, in comparison with a master teacher, is characterized by a greater number of visits to children and more uniform distribution of attention among children. Pupils of a master teacher outperform pupils of a teacher who is not a master in terms of psychological well-being: learning activity in the classroom and satisfaction with the teacher's relations with them.

Keywords: pedagogical communication, pedagogical skills, master teacher, teacher– not a master, interaction of the teacher and students in the classroom, children's satisfaction with the relationship with the teacher, the mood of children at school, school values

Rubric: Educational Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2020120104

For Reference

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