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dc.contributor.authorPakarinen, Eija
dc.contributor.authorSilinskas, Gintautas
dc.contributor.authorHamre, Bridget K.
dc.contributor.authorMetsäpelto, Riitta-Leena
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorNurmi, Jari-Erik
dc.date.accessioned2019-06-17T07:45:27Z
dc.date.available2019-06-17T07:45:27Z
dc.date.issued2018
dc.identifier.citationPakarinen, E., Silinskas, G., Hamre, B. K., Metsäpelto, R.-L., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2018). Cross-lagged associations between problem behaviors and teacher-student relationships in early adolescence. <i>Journal of Early Adolescence</i>, <i>38</i>(8), 1100-1141. <a href="https://doi.org/10.1177/0272431617714328" target="_blank">https://doi.org/10.1177/0272431617714328</a>
dc.identifier.otherCONVID_27077666
dc.identifier.otherTUTKAID_74205
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/64660
dc.description.abstractThis study investigated the cross-lagged associations between teacher-student relationships and problem behaviors in a sample of 440 Finnish students (half of them identified as being at risk of reading difficulties). The degree to which these associations were moderated by a child’s gender, academic performance, risk for reading difficulties, parental education, and having the same teacher over 2 years was examined. The teachers evaluated the students’ problem behaviors and reported closeness and conflict with a particular student. The results showed that the higher the students scored on externalizing problems in Grade 4, the more conflict teachers reported 2 years later. Moderator analyses revealed that internalizing problems predicted higher levels of closeness for boys only. Conflict predicted internalizing problems among students who had the same teacher across the 2 years. The results emphasize the importance of investigating the transactional links in different subgroups.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSage Publications
dc.relation.ispartofseriesJournal of Early Adolescence
dc.rightsIn Copyright
dc.subject.otherteacher-student relationships
dc.subject.otherexternalizing problems
dc.subject.otherinternalizing problems
dc.subject.otherprimary school
dc.subject.othermiddle childhood
dc.subject.othermoderator effects
dc.titleCross-lagged associations between problem behaviors and teacher-student relationships in early adolescence
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201906143234
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-06-14T12:15:17Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1100-1141
dc.relation.issn0272-4316
dc.relation.numberinseries8
dc.relation.volume38
dc.type.versionacceptedVersion
dc.rights.copyright© The Author(s) 2017.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber296082
dc.relation.grantnumber277299
dc.relation.grantnumber268586
dc.subject.ysonuoruus
dc.subject.ysokäyttäytymishäiriöt
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysonuoret aikuiset
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p15327
jyx.subject.urihttp://www.yso.fi/onto/yso/p10573
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p15979
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1177/0272431617714328
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
dc.relation.funderAcademy of Finlanden
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundinginformationThe author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by a grant from the Academy of Finland to the first author (no. 277 299 for 2015-2017), to the second author (no. 296082 for 2016-2019), and other grants from the same funding agency (no. 263 891, 268 586).


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