A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Teacher– and parent–child relationships and children’s adjustment behaviors in grade 1 : The role of temperament. (2022)
Jaruseviciute, V., Kiuru, N., & Silinskas, G. (2022). Teacher– and parent–child relationships and children’s adjustment behaviors in grade 1 : The role of temperament.. Journal of Family Psychology, 36(8), 1363-1375. https://doi.org/10.1037/fam0001023
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Jaruseviciute, Vilija; Kiuru, Noona; Silinskas, Gintautas
Lehti tai sarja: Journal of Family Psychology
ISSN: 0893-3200
eISSN: 1939-1293
Julkaisuvuosi: 2022
Ilmestymispäivä: 04.08.2022
Volyymi: 36
Lehden numero: 8
Artikkelin sivunumerot: 1363-1375
Kustantaja: American Psychological Association (APA)
Julkaisumaa: Yhdysvallat (USA)
Julkaisun kieli: englanti
DOI: https://doi.org/10.1037/fam0001023
Julkaisun avoin saatavuus: Ei avoin
Julkaisukanavan avoin saatavuus:
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/83940
Tiivistelmä
This 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.
YSO-asiasanat: alakoululaiset; sosiaalinen kehitys; prososiaalisuus; itsesäätely (psykologia); opettaja-oppilassuhde; vanhempi-lapsisuhde; temperamentti
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2022
JUFO-taso: 2
