Show simple item record

dc.contributor.authorVirtanen, Tuomo
dc.contributor.authorVasalampi, Kati
dc.contributor.authorKiuru, Noona
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorPoikkeus, Anna-Maija
dc.date.accessioned2019-06-14T10:56:20Z
dc.date.available2019-06-14T10:56:20Z
dc.date.issued2020
dc.identifier.citationVirtanen, T., Vasalampi, K., Kiuru, N., Lerkkanen, M.-K., & Poikkeus, A.-M. (2020). The Role of Perceived Social Support as a Contributor to the Successful Transition from Primary to Lower Secondary School. <i>Scandinavian Journal of Educational Research</i>, <i>64</i>(7), 967-983. <a href="https://doi.org/10.1080/00313831.2019.1639816" target="_blank">https://doi.org/10.1080/00313831.2019.1639816</a>
dc.identifier.otherCONVID_30602656
dc.identifier.otherTUTKAID_81306
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/64640
dc.description.abstractFollowing approximately 1,800 Finnish children, this longitudinal study examined the associations between students’ perceived social support (teacher-student relationships, family support, and peer support), behavioral engagement, cynicism towards school, and academic achievement during the transition from primary to lower secondary school. After controlling for parental educational level and cynicism before the school transition, the results showed that the more students experienced pre-transition peer support, the less they reported post-transition cynicism. Furthermore, pre-transition peer support contributed to students’ increased academic achievement and behavioral engagement after the transition through decreased cynicism. The findings indicated that peer support functions as a protective factor against cynicism as students move through the critical school transition phase and positively contributes to students’ behavioral engagement and academic achievement.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesScandinavian Journal of Educational Research
dc.rightsIn Copyright
dc.subject.otherschool transition
dc.subject.otherperceived social support
dc.subject.otherstudent engagement
dc.subject.othercynicism towards school
dc.titleThe Role of Perceived Social Support as a Contributor to the Successful Transition from Primary to Lower Secondary School
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201904302348
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineEducationen
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-04-30T12:15:15Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange967-983
dc.relation.issn0031-3831
dc.relation.numberinseries7
dc.relation.volume64
dc.type.versionsubmittedVersion
dc.rights.copyright© Taylor & Francis, 2019.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber299506
dc.relation.grantnumber268586
dc.relation.grantnumber292466
dc.subject.ysoalakoulu
dc.subject.ysosiirtymävaiheet
dc.subject.ysoyläkoulu
dc.subject.ysososiaalinen tuki
dc.subject.ysokyynisyys
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p21828
jyx.subject.urihttp://www.yso.fi/onto/yso/p21130
jyx.subject.urihttp://www.yso.fi/onto/yso/p21292
jyx.subject.urihttp://www.yso.fi/onto/yso/p8997
jyx.subject.urihttp://www.yso.fi/onto/yso/p21473
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/00313831.2019.1639816
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramResearch profiles, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramProfilointi, SAfi
jyx.fundinginformationThe study has been supported by grants from the Academy of Finland [grant numbers 268586 2013–2017, 292466 2015–2019, 263891, 2013–2015, and 299506].
dc.type.okmA1


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

In Copyright
Except where otherwise noted, this item's license is described as In Copyright