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ERIC Number: EJ1110535
Record Type: Journal
Publication Date: 2016-Apr
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0272-930X
Positive Teacher Affect and Maternal Support Facilitate Adjustment after the Transition to First Grade
Kiuru, Noona; Laursen, Brett; Aunola, Kaisa; Zhang, Xia; Lerkkanen, Marja-Kristiina
Merrill-Palmer Quarterly: Journal of Developmental Psychology, v62 n2 Article 3 p158-178 Apr 2016
This longitudinal study, conducted among a sample of Finnish primary-school children, examined the proposition that a single high-quality relationship (either with a teacher or a parent) can buffer against adjustment problems. Teachers rated the externalizing problems and prosocial behaviors of 378 children in Grade 1 and again in Grade 2. Relationship measures gathered in Grade 1 included teacher reports of positive affect for the child and mother reports of support for the child. The results supported our proposition by showing that for child adjustment after the transition to primary school it was critical to have at least one high-quality relationship either with a teacher or a parent. High positive teacher affect in Grade 1 buffered against adjustment problems for children with low maternal support, whereas high maternal support in Grade 1 buffered against adjustment problems for children with low positive teacher affect. In turn, children who received low support from both teachers and parents showed the poorest adjustment.
Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Identifiers - Assessments and Surveys: Child Behavior Checklist; Strengths and Difficulties Questionnaire
Grant or Contract Numbers: N/A