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dc.contributor.authorSilinskas, Gintautas
dc.contributor.authorKikas, Eve
dc.date.accessioned2022-05-23T09:39:41Z
dc.date.available2022-05-23T09:39:41Z
dc.date.issued2022
dc.identifier.citationSilinskas, G., & Kikas, E. (2022). Patterns of Children’s Relationships With Parents and Teachers in Grade 1 : Links to Task Persistence and Performance. <i>Frontiers in Psychology</i>, <i>13</i>, Article 836472. <a href="https://doi.org/10.3389/fpsyg.2022.836472" target="_blank">https://doi.org/10.3389/fpsyg.2022.836472</a>
dc.identifier.otherCONVID_144370836
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/81232
dc.description.abstractOur study aimed to investigate the patterns of children’s relationships with their parents and teachers, the development of these relationships during Grade 1, and respective links to children’s learning (in task persistence and performance). Parents of 350 children answered questionnaires about the quality of their relationships with their children; 25 teachers answered questions about children’s task persistence at school and the quality of their relationships with their students; 350 children completed literacy and math performance tests; and six testers evaluated children’s task persistence when completing those tests. All measures were administered twice: at the start and end of Grade 1. Latent profile analyses found two meaningful child profiles that were similar at the beginning and end of Grade 1: average relationship (89% at T1, 85% at T2) and conflictual relationship (11% at T1, 15% at T2) with parents and teachers. These profiles were highly stable throughout Grade 1, except for 15 children who moved from an average relationship to a conflictual relationship profile. This declining trajectory can be characterized by poor relationships with teachers and low task persistence at the end of Grade 1, although they did not perform any worse than other children. Finally, children exhibiting conflictual relationships with their parents and teachers at the beginning of Grade 1 performed worse on spelling and subtraction tasks and demonstrated lower task-persistent behavior at the end of Grade 1 than those with average (good) relationships with parents and teachers.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherFrontiers Media SA
dc.relation.ispartofseriesFrontiers in Psychology
dc.rightsCC BY 4.0
dc.subject.otherparent-child relationship
dc.subject.otherteacher-student relationship
dc.subject.othertask persistence
dc.subject.otherperformance
dc.subject.otherGrade 1
dc.titlePatterns of Children’s Relationships With Parents and Teachers in Grade 1 : Links to Task Persistence and Performance
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202205232862
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn1664-1078
dc.relation.volume13
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 Silinskas and Kikas.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber331525
dc.relation.grantnumber296082
dc.relation.grantnumber336148
dc.subject.ysovanhempi-lapsisuhde
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysoopintomenestys
dc.subject.ysoalakoululaiset
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p2260
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p8586
jyx.subject.urihttp://www.yso.fi/onto/yso/p38259
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3389/fpsyg.2022.836472
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.fundingprogramAkatemiatutkijan tehtävä, SAfi
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramAkatemiatutkijan tutkimuskulut, SAfi
jyx.fundingprogramResearch post as Academy Research Fellow, AoFen
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundingprogramResearch costs of Academy Research Fellow, AoFen
jyx.fundinginformationThis study was supported by the Academy of Finland (grants #331525, #336148, and #296082).


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