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Pöysä, S., Vasalampi, K., Muotka, J., Lerkkanen, M., Poikkeus, A., & Nurmi, J. (2019). Teacher-Student Interaction and Lower Secondary School Students’ Situational Engagement. British Journal of Educational Psychology, 89, 374-392.
https://doi.org/10.1111/bjep.12244

has been cited by the following article:

• TITLE: Supportive Feedback Received in Finnish Students’ Experiences of Teachers’ Caring

  AUTHORS: Maarit Hosio

  KEYWORDS: Support, Teacher-Student Communication, Feedback, Caring, Teacher-Student Relationship

  JOURNAL NAME: Creative Education, Vol.17 No.10, October 27, 2026

  ABSTRACT: This paper examines Finnish lower secondary school students’ experiences of receiving supportive feedback in the context of experienced teachers’ caring. Caring, according to research concerning students’ experiences, is seen in personal interactions between students and teachers in informal encounters or communications as well as in student-centered, well-constructed learning situations that increase student well-being and school engagement. The data were collected via semi-structured interviews. The analysis was data-driven, and the results concerning supportive feedback were placed in three communicative situation categories: during lessons, in out-of-class communication and during assessment processes. Because experiences of supportive feedback are depicted in students’ own words, this article contributes to current discussions of students’ well-being in schools and may generate ideas for teachers and teacher educators on how to give feedback in a supportive and caring manner, thereby building caring and supportive teacher-student relationships.