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dc.contributor.authorJaruseviciute, Vilija
dc.contributor.authorKiuru, Noona
dc.contributor.authorSilinskas, Gintautas
dc.date.accessioned2022-11-16T10:23:11Z
dc.date.available2022-11-16T10:23:11Z
dc.date.issued2022
dc.identifier.citationJaruseviciute, V., Kiuru, N., & Silinskas, G. (2022). Teacher– and parent–child relationships and children’s adjustment behaviors in grade 1 : The role of temperament.. <i>Journal of Family Psychology</i>, <i>36</i>(8), 1363-1375. <a href="https://doi.org/10.1037/fam0001023" target="_blank">https://doi.org/10.1037/fam0001023</a>
dc.identifier.otherCONVID_151791017
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/83940
dc.description.abstractThis study aimed at investigating the reciprocal longitudinal associations between teacher– and parent–child relationships and children’s adjustment behaviors during Grade 1, and the role of the child’s temperament in this interplay. The longitudinal study followed Lithuanian children (229 in kindergarten [T0], 337 at the beginning of Grade 1 [T1], 341 at the end of Grade 1 [T2]), their parents, and their Grade 1 teachers (n = 24). The parents and teachers reported on the quality of their relationship with the children during Grade 1. In addition, parents reported on the children’s temperament in kindergarten, and the teachers reported on the children’s adjustment behaviors during Grade 1. The results showed evocative effects of children’s adjustment behaviors at the beginning of Grade 1 on the relationship quality at the end of Grade 1. In particular, prosocial behavior positively predicted teacher–child closeness, and high externalizing problems positively predicted teacher–child and parent–child conflict. In addition, we identified two indirect paths from children’s temperamental surgency to closeness with teachers via prosocial behavior and to conflicts with teachers via externalizing problems. The results of the present study suggest that children’s characteristics, such as temperament and adjustment behaviors, predict particularly teachers’ and, to some extent, parents’ perceptions of their relationship quality with the child at the beginning of children’s school career.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherAmerican Psychological Association (APA)
dc.relation.ispartofseriesJournal of Family Psychology
dc.rightsIn Copyright
dc.titleTeacher– and parent–child relationships and children’s adjustment behaviors in grade 1 : The role of temperament.
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202211165235
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1363-1375
dc.relation.issn0893-3200
dc.relation.numberinseries8
dc.relation.volume36
dc.type.versionacceptedVersion
dc.rights.copyright© 2022 American Psychological Association
dc.rights.accesslevelopenAccessfi
dc.subject.ysoitsesäätely (psykologia)
dc.subject.ysososiaalinen kehitys
dc.subject.ysoprososiaalisuus
dc.subject.ysotemperamentti
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysoalakoululaiset
dc.subject.ysovanhempi-lapsisuhde
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p14462
jyx.subject.urihttp://www.yso.fi/onto/yso/p6138
jyx.subject.urihttp://www.yso.fi/onto/yso/p22298
jyx.subject.urihttp://www.yso.fi/onto/yso/p7077
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p38259
jyx.subject.urihttp://www.yso.fi/onto/yso/p2260
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1037/fam0001023
dc.type.okmA1


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