dc.contributor.author | Sointu, Erkko T. | |
dc.contributor.author | Savolainen, Hannu | |
dc.contributor.author | Lappalainen, Kristiina | |
dc.contributor.author | Lambert, Matthew C. | |
dc.date.accessioned | 2017-12-19T07:45:26Z | |
dc.date.available | 2017-12-19T07:45:26Z | |
dc.date.issued | 2017 | |
dc.identifier.citation | Sointu, E. T., Savolainen, H., Lappalainen, K., & Lambert, M. C. (2017). Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement. <i>Educational Psychology</i>, <i>37</i>(4), 457-467. <a href="https://doi.org/10.1080/01443410.2016.1165796" target="_blank">https://doi.org/10.1080/01443410.2016.1165796</a> | |
dc.identifier.other | CONVID_25623397 | |
dc.identifier.other | TUTKAID_69593 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/56407 | |
dc.description.abstract | Positive student–teacher relationships are related to students’ academic achievement and behavioural and emotional adjustment. How a student’s behavioural and emotional strengths are associated with these relationships and how the relationships influence students’ academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from Grade 5 to Grade 7. The results revealed that the parents rated behavioural and emotional strengths are stable over a 1-year (r = .78) and 2-year (r = .71) period and that students’ perceptions of student–teacher relationships demonstrated greater change over time (r’s = .54, .35). Behavioural and emotional strengths demonstrated a positive relationship with student–teacher relationships as well as academic achievement (β = .39, p < .01). Strengths were also indirectly associated with academic achievement via student–teacher relationships. Study limitations, implications and future research are discussed. | |
dc.language.iso | eng | |
dc.publisher | Routledge | |
dc.relation.ispartofseries | Educational Psychology | |
dc.subject.other | behavioural and emotional strengths | |
dc.subject.other | student–teacher relationships | |
dc.subject.other | academic achievement | |
dc.subject.other | longitudinal modelling | |
dc.subject.other | cross-lagged model | |
dc.title | Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-201712194770 | |
dc.contributor.laitos | Kasvatustieteiden laitos | fi |
dc.contributor.laitos | Department of Education | en |
dc.contributor.oppiaine | Erityispedagogiikka | fi |
dc.contributor.oppiaine | Special Education | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.date.updated | 2017-12-19T07:15:05Z | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 457-467 | |
dc.relation.issn | 0144-3410 | |
dc.relation.numberinseries | 4 | |
dc.relation.volume | 37 | |
dc.type.version | acceptedVersion | |
dc.rights.copyright | © 2016 Informa UK Limited, trading as Taylor & Francis Group. This is a final draft of an article whose final and definitive version has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher. | |
dc.rights.accesslevel | openAccess | fi |
dc.relation.doi | 10.1080/01443410.2016.1165796 | |
dc.type.okm | A1 | |