Positive Teacher Affect and Maternal Support Facilitate Adjustment After the Transition to First Grade
Kiuru, N., Laursen, B., Aunola, K., Zhang, X., Lerkkanen, M.-K., Leskinen, E., Tolvanen, A., & Nurmi, J.-E. (2016). Positive Teacher Affect and Maternal Support Facilitate Adjustment After the Transition to First Grade. Merrill-Palmer Quarterly, 62(2), 158-178. https://doi.org/10.13110/merrpalmquar1982.62.2.0158
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Merrill-Palmer QuarterlyAuthors
Date
2016Copyright
© Merrill-Palmer Institute, 2016. Published by Wayne State University Press. Published in this repository with the kind permission of the publisher.
This longitudinal study, conducted among a sample of Finnish primary-school
children, examined the proposition that a single high-quality relationship (either
with a teacher or a parent) can buffer against adjustment problems. Teachers
rated the externalizing problems and prosocial behaviors of 378 children in
Grade 1 and again in Grade 2. Relationship measures gathered in Grade 1
included teacher reports of positive affect for the child and mother reports of
support for the child. The results supported our proposition by showing that for
child adjustment after the transition to primary school it was critical to have at
least one high-quality relationship either with a teacher or a parent. High positive
teacher affect in Grade 1 buffered against adjustment problems for children
with low maternal support, whereas high maternal support in Grade 1 buffered
against adjustment problems for children with low positive teacher affect. In turn,
children who received low support from both teachers and parents showed the
poorest adjustment.
...
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Wayne State University Press; Merrill-Palmer InstituteISSN Search the Publication Forum
0272-930X
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https://muse.jhu.edu/article/621823/pdfPublication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/26136609
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