Children's task persistence in first grade : The role of parent-child and teacher-child relationships
Davolyte, J., Kiuru, N., Raiziene, S., & Silinskas, G. (2024). Children's task persistence in first grade : The role of parent-child and teacher-child relationships. Early Childhood Research Quarterly, 68, 135-147. https://doi.org/10.1016/j.ecresq.2024.04.010
Julkaistu sarjassa
Early Childhood Research QuarterlyPäivämäärä
2024Tekijänoikeudet
© 2024 the Authors
The present study investigated the extent to which the quality of both parent-child and teacher-child relationships uniquely and interactively relates to a child's task persistence in first grade. Furthermore, the study also examined the role of a child's task persistence in the quality of their relationships with their parents and teachers after controlling for the child's gender, temperament, academic performance, and parental education level. The study followed Lithuanian children from the beginning (T1, n = 337) to the end (T2, n = 341) of first grade, along with their parents (T1, n = 347; T2, n = 323) and first-grade teachers (T1, n = 24; T2, n = 25). At the start of first grade, the children completed reading, spelling, and math (i.e., addition and subtraction) performance tests. The parents and teachers filled out questionnaires at the beginning and end of these students’ first-grade academic year. The parents reported on the quality of their relationships with their children and on their children's temperament, while teachers reported on their relationship quality with each student and their task persistence. First, the results indicated that a conflictual relationship between the students and their teachers was related negatively to subsequent task persistence. Second, the moderation results indicated that if the teacher-child relationship was close, then a close parent-child relationship longitudinally was related positively to the children's task persistence. Third, the results indicated that a child's higher level of task persistence was associated longitudinally with a closer relationship with their first-grade teachers.
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Julkaisija
ElsevierISSN Hae Julkaisufoorumista
0885-2006Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/213529307
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Suomen AkatemiaRahoitusohjelmat(t)
Tutkijatohtori, SA; Akatemiatutkijan tutkimuskulut, SA; Akatemiatutkija, SALisätietoja rahoituksesta
This study has been financed by the Academy of Finland (#296082, #331525, #336148, and #358041 to Gintautas Silinskas).Lisenssi
Samankaltainen aineisto
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