Learning in primary school: What parents and teachers think, feel and do
Main funder
Funder's project number: 336148
Funds granted by main funder (€)
- 87 144,00
Funding program
Project timetable
Project start date: 01/09/2020
Project end date: 31/08/2023
Summary
The proposed 5-year project aims at examining the role of home and school learning environments in children’s learning and adjustment across primary school. The project focuses on the longitudinal direct and indirect pathways by which positive child outcomes emerge and by which parents and teachers decide on the practices they are going to apply concerning their children’s learning and adjustment. In addition, interaction of home and school environments and differences or similarities across cultural environments (Finland and Lithuania) are sought to provide a deeper understanding on the mechanisms behind associations between home and school learning environments and children’s academic outcomes. In practical terms, these results are expected to provide useful guidelines for parents, educators, and policy makers concerned with learning and adjustment of children in the primary school.
Principal Investigator
Primary responsible unit
Follow-up groups
Profiling area: Multidisciplinary research on learning and teaching (University of Jyväskylä JYU) MultiLeTe
Related publications and other outputs
- Children's task persistence in first grade : The role of parent-child and teacher-child relationships (2024) Davolyte, Justina; et al.; A1; OA
- Simple View of Reading Across the Transition from Kindergarten to Grade 1 in a Transparent Orthography (2024) Silinskas, Gintautas; et al.; A1; OA
- Teacher-Parent academic support profiles : Links to Children’s task persistence in Grades 2 and 3 (2024) Davolyte, Justina; et al.; A1; OA
- Trajectories of adolescents' adjustment behaviors across the transition to upper secondary education : The role of individual and environmental factors (2024) Jaruseviciute, Vilija; et al.; A1; OA
- Academic support from teachers and parents during grade 2 : Links to teacher perceived children's task persistence (2023) Davolyte, Justina; et al.; A1; OA
- School and family environments promote adolescents’ financial confidence : Indirect paths to financial literacy skills in Finnish PISA 2018 (2023) Silinskas, Gintautas; et al.; A1; OA
- Socioemotional functioning across the transition to lower secondary school : The role of temperament and relationships with mothers and teachers (2023) Jaruseviciute, Vilija; et al.; A1; OA
- Maternal homework approach and adolescents’ academic skills : The mediating role of task values (2022) Silinskas, Gintautas; et al.; A1; OA
- Parental homework-help profiles throughout grades 6 – 9 : Relations to motivation and mathematics skills (2022) Kikas, Eve; et al.; A1; OA
- Patterns of Children’s Relationships With Parents and Teachers in Grade 1 : Links to Task Persistence and Performance (2022) Silinskas, Gintautas; et al.; A1; OA
