The dynamic interaction between parents' and teachers' instructional support and affect, and children's academic performance and adjustment
Main funder
Funder's project number: 296082
Funds granted by main funder (€)
- 271 624,00
Funding program
Project timetable
Project start date: 01/09/2016
Project end date: 31/08/2019
Principal Investigator
Primary responsible unit
Related publications and other outputs
1 of 3
- 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
