A1 Journal article (refereed)
Children's task persistence in first grade : The role of parent-child and teacher-child relationships (2024)

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

JYU authors or editors

Publication details

All authors or editors: Davolyte, Justina; Kiuru, Noona; Raiziene, Saule; Silinskas, Gintautas

Journal or series: Early Childhood Research Quarterly

ISSN: 0885-2006

eISSN: 1873-7706

Publication year: 2024

Publication date: 04/05/2024

Volume: 68

Pages range: 135-147

Publisher: Elsevier

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1016/j.ecresq.2024.04.010

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/95101

Abstract

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.

Keywords: lower comprehensive school pupils; tasks; performance (coping); teacher-pupil relationship; parent-child relationship; lower comprehensive school; learning environment

Free keywords: parent-child relationship; teacher-child relationship; task persistence; first grade

Contributing organizations

Related projects

Ministry reporting: Yes

VIRTA submission year: 2024

Preliminary JUFO rating: 2