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dc.contributor.authorViljaranta, Jaana
dc.contributor.authorSilinskas, Gintautas
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorHirvonen, Riikka
dc.contributor.authorPakarinen, Eija
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorNurmi, Jari-Erik
dc.date.accessioned2018-05-04T07:03:37Z
dc.date.available2018-05-04T07:03:37Z
dc.date.issued2018
dc.identifier.urihttps://erepo.uef.fi/handle/123456789/6567
dc.description.abstractThe present study used a sample of 365 children to investigate the longitudinal associations between maternal homework assistance (i.e., help, monitoring, and autonomy granting) and children's task-persistent behavior in learning situations from grade 2 to grade 4 of elementary school. Also, the extent to which task-persistent behavior plays a role in the links between parental homework assistance and children's academic performance was examined. The results showed that the more autonomy granting mothers reported, the more task-persistent behavior children exhibited; and more task-persistent behavior children exhibited, the more autonomy their mothers granted. In contrast, the more mothers helped their children, the less task-persistent behavior was reported, and the less task-persistent behavior children exhibited, the more mothers tried to help and monitor their children later on. Additionally, some evidence was found supporting the role of task-persistent behavior in the relation between maternal homework assistance and academic performance.
dc.language.isoEN
dc.publisherElsevier BV
dc.relation.ispartofseriesLearning and Instruction
dc.relation.urihttp://dx.doi.org/10.1016/j.learninstruc.2018.04.005
dc.rightsCC BY-NC-ND https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjecthelp
dc.subjectmonitoring
dc.subjectautonomy granting
dc.subjecttask-persistent behavior
dc.subjectperformance
dc.titleMaternal homework assistance and children's task-persistent behavior in elementary school
dc.description.versionfinal draft
dc.contributor.departmentSchool of Educational Sciences and Psychology / Psychology
uef.solecris.id54192157en
dc.type.publicationTieteelliset aikakauslehtiartikkelit
dc.rights.accessrights© Elsevier Ltd.
dc.relation.doi10.1016/j.learninstruc.2018.04.005
dc.description.reviewstatuspeerReviewed
dc.format.pagerange54-63
dc.relation.issn0959-4752
dc.relation.volume56
dc.rights.accesslevelopenAccess
dc.type.okmA1
uef.solecris.openaccessEi


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