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dc.contributor.authorKiuru, Noona
dc.contributor.authorLaursen, Brett
dc.contributor.authorAunola, Kaisa
dc.contributor.authorZhang, Xiao
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorLeskinen, Esko
dc.contributor.authorTolvanen, Asko
dc.contributor.authorNurmi, Jari-Erik
dc.date.accessioned2016-08-24T06:55:44Z
dc.date.available2017-05-30T21:45:05Z
dc.date.issued2016
dc.identifier.citationKiuru, 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. <i>Merrill-Palmer Quarterly</i>, <i>62</i>(2), 158-178. <a href="https://doi.org/10.13110/merrpalmquar1982.62.2.0158" target="_blank">https://doi.org/10.13110/merrpalmquar1982.62.2.0158</a>
dc.identifier.otherCONVID_26136609
dc.identifier.otherTUTKAID_70762
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/51023
dc.description.abstractThis 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.
dc.language.isoeng
dc.publisherWayne State University Press; Merrill-Palmer Institute
dc.relation.ispartofseriesMerrill-Palmer Quarterly
dc.relation.urihttps://muse.jhu.edu/article/621823/pdf
dc.subject.otherteacher affect
dc.subject.othermaternal support
dc.subject.otherprimary-schools
dc.subject.otherfirst grade
dc.subject.otherFinland
dc.titlePositive Teacher Affect and Maternal Support Facilitate Adjustment After the Transition to First Grade
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201607293701
dc.contributor.laitosMatematiikan ja tilastotieteen laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Mathematics and Statisticsen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineTilastotiedefi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineStatisticsen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2016-07-29T12:15:05Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange158-178
dc.relation.issn0272-930X
dc.relation.numberinseries2
dc.relation.volume62
dc.type.versionpublishedVersion
dc.rights.copyright© Merrill-Palmer Institute, 2016. Published by Wayne State University Press. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.subject.ysosäätö
jyx.subject.urihttp://www.yso.fi/onto/yso/p13641
dc.relation.doi10.13110/merrpalmquar1982.62.2.0158


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