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dc.contributor.authorDavolyte, Justina
dc.contributor.authorKiuru, Noona
dc.contributor.authorRaiziene, Saule
dc.contributor.authorSilinskas, Gintautas
dc.date.accessioned2024-05-23T06:36:46Z
dc.date.available2024-05-23T06:36:46Z
dc.date.issued2024
dc.identifier.citationDavolyte, J., Kiuru, N., Raiziene, S., & Silinskas, G. (2024). Children's task persistence in first grade : The role of parent-child and teacher-child relationships. <i>Early Childhood Research Quarterly</i>, <i>68</i>, 135-147. <a href="https://doi.org/10.1016/j.ecresq.2024.04.010" target="_blank">https://doi.org/10.1016/j.ecresq.2024.04.010</a>
dc.identifier.otherCONVID_213529307
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/95101
dc.description.abstractThe 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesEarly Childhood Research Quarterly
dc.rightsCC BY 4.0
dc.subject.otherparent-child relationship
dc.subject.otherteacher-child relationship
dc.subject.othertask persistence
dc.subject.otherfirst grade
dc.titleChildren's task persistence in first grade : The role of parent-child and teacher-child relationships
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202405233865
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange135-147
dc.relation.issn0885-2006
dc.relation.volume68
dc.type.versionpublishedVersion
dc.rights.copyright© 2024 the Authors
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber296082
dc.relation.grantnumber336148
dc.relation.grantnumber331525
dc.relation.grantnumber358041
dc.subject.ysovanhempi-lapsisuhde
dc.subject.ysosuoriutuminen
dc.subject.ysooppimisympäristö
dc.subject.ysotehtävät
dc.subject.ysoalakoululaiset
dc.subject.ysoalakoulu
dc.subject.ysoopettaja-oppilassuhde
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p2260
jyx.subject.urihttp://www.yso.fi/onto/yso/p10270
jyx.subject.urihttp://www.yso.fi/onto/yso/p4835
jyx.subject.urihttp://www.yso.fi/onto/yso/p3929
jyx.subject.urihttp://www.yso.fi/onto/yso/p38259
jyx.subject.urihttp://www.yso.fi/onto/yso/p21828
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.ecresq.2024.04.010
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundingprogramResearch costs of Academy Research Fellow, AoFen
jyx.fundingprogramAcademy Research Fellow, AoFen
jyx.fundingprogramAcademy Research Fellow, AoFen
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramAkatemiatutkijan tutkimuskulut, SAfi
jyx.fundingprogramAkatemiatutkija, SAfi
jyx.fundingprogramAkatemiatutkija, SAfi
jyx.fundinginformationThis study has been financed by the Academy of Finland (#296082, #331525, #336148, and #358041 to Gintautas Silinskas).
dc.type.okmA1


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