Parental Trust in Teachers and Children’s Interest in Reading and Math : A Longitudinal Study

Lerkkanen, Marja-Kristiina; Pakarinen, Eija

doi:10.1080/10564934.2022.2080562

dc.contributor.author	Lerkkanen, Marja-Kristiina
dc.contributor.author	Pakarinen, Eija
dc.date.accessioned	2022-06-21T07:35:38Z
dc.date.available	2022-06-21T07:35:38Z
dc.date.issued	2022
dc.identifier.citation	Lerkkanen, M.-K., & Pakarinen, E. (2022). Parental Trust in Teachers and Children’s Interest in Reading and Math : A Longitudinal Study. <i>European Education</i>, <i>53</i>(3-4), 152-167. <a href="https://doi.org/10.1080/10564934.2022.2080562" target="_blank">https://doi.org/10.1080/10564934.2022.2080562</a>
dc.identifier.other	CONVID_147094428
dc.identifier.uri	https://jyx.jyu.fi/handle/123456789/81915
dc.description.abstract	This study investigated cross-lagged associations between parental trust in a child’s teacher and children’s academic interest across Grades 1–4 in primary school. Parents rated trust in their child’s teacher, and 576 children reported their interest in reading and math at each grade. The results showed that high parental trust in a child’s teacher predicted the child’s high interest in math. In addition, the child’s high interest in reading in Grade 2 was related to the father’s subsequent trust in the teacher.	en
dc.format.mimetype	application/pdf
dc.language.iso	eng
dc.publisher	Routledge
dc.relation.ispartofseries	European Education
dc.rights	CC BY 4.0
dc.subject.other	parents
dc.subject.other	trust
dc.subject.other	teachers
dc.subject.other	children
dc.subject.other	interest
dc.subject.other	reading
dc.subject.other	math
dc.title	Parental Trust in Teachers and Children’s Interest in Reading and Math : A Longitudinal Study
dc.type	article
dc.identifier.urn	URN:NBN:fi:jyu-202206213522
dc.contributor.laitos	Opettajankoulutuslaitos	fi
dc.contributor.laitos	Department of Teacher Education	en
dc.contributor.oppiaine	Kasvatuspsykologia	fi
dc.contributor.oppiaine	Kasvatustiede	fi
dc.contributor.oppiaine	Kasvatuspsykologia	en
dc.contributor.oppiaine	Education	en
dc.type.uri	http://purl.org/eprint/type/JournalArticle
dc.type.coar	http://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatus	peerReviewed
dc.format.pagerange	152-167
dc.relation.issn	1056-4934
dc.relation.numberinseries	3-4
dc.relation.volume	53
dc.type.version	publishedVersion
dc.rights.copyright	© 2022 The Author(s). Published with license by Taylor & Francis Group, LLC.
dc.rights.accesslevel	openAccess	fi
dc.relation.grantnumber	268586
dc.relation.grantnumber	292466
dc.subject.yso	vanhemmat
dc.subject.yso	opettajat
dc.subject.yso	lukeminen
dc.subject.yso	lapset (perheenjäsenet)
dc.subject.yso	luottamus
dc.subject.yso	kiinnostus
dc.subject.yso	matematiikka
dc.subject.yso	alakoululaiset
dc.format.content	fulltext
jyx.subject.uri	http://www.yso.fi/onto/yso/p4074
jyx.subject.uri	http://www.yso.fi/onto/yso/p1117
jyx.subject.uri	http://www.yso.fi/onto/yso/p11406
jyx.subject.uri	http://www.yso.fi/onto/yso/p2357
jyx.subject.uri	http://www.yso.fi/onto/yso/p1725
jyx.subject.uri	http://www.yso.fi/onto/yso/p26466
jyx.subject.uri	http://www.yso.fi/onto/yso/p3160
jyx.subject.uri	http://www.yso.fi/onto/yso/p38259
dc.rights.url	https://creativecommons.org/licenses/by/4.0/
dc.relation.doi	10.1080/10564934.2022.2080562
dc.relation.funder	Research Council of Finland	en
dc.relation.funder	Research Council of Finland	en
dc.relation.funder	Suomen Akatemia	fi
dc.relation.funder	Suomen Akatemia	fi
jyx.fundingprogram	Academy Project, AoF	en
jyx.fundingprogram	Research profiles, AoF	en
jyx.fundingprogram	Akatemiahanke, SA	fi
jyx.fundingprogram	Profilointi, SA	fi
jyx.fundinginformation	This work was supported by the Academy of Finland (Grants #268586 and #292466).
dc.type.okm	A1

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Parental Trust in Teachers and Children’s Interest in Reading and Math : A Longitudinal Study

Aineistoon kuuluvat tiedostot

Aineisto kuuluu seuraaviin kokoelmiin

Samankaltainen aineisto

Intergenerational Transmission of Dyslexia : How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia? ﻿

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Use of pointing in parent-child interactions by hearing children of deaf and hearing parents : A follow-up from 1- to 3-years of age ﻿

Intergenerational Transmission of Dyslexia : How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?

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Academic support from teachers and parents during grade 2 : Links to teacher perceived children's task persistence

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Use of pointing in parent-child interactions by hearing children of deaf and hearing parents : A follow-up from 1- to 3-years of age