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, = 337) to the end (T2, = 341) of first grade, along with their parents (T1, = 347; T2, = 323) and first-grade teachers (T1, = 24; T2, = 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.

中文翻译：

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一年级儿童的任务坚持：亲子关系和师生关系的作用


本研究调查了亲子关系和师生关系的质量在多大程度上与孩子一年级的任务坚持有独特且互动的关系。此外，在控制了孩子的性别、气质、学习成绩和父母教育水平后，该研究还检验了孩子的任务坚持对其与父母和老师的关系质量的影响。该研究跟踪了立陶宛儿童从一年级开始（T1，= 337）到结束（T2，= 341），以及他们的父母（T1，= 347；T2，= 323）和一年级教师（T1，= 323）。 = 24; = 25)。一年级开始时，孩子们完成了阅读、拼写和数学（即加法和减法）表现测试。家长和老师在这些学生一年级学年开始和结束时填写了调查问卷。家长报告了他们与孩子的关系质量以及孩子的性格，而老师则报告了他们与每个学生的关系质量以及他们的任务坚持程度。首先，结果表明，学生和老师之间的冲突关系与后续任务的坚持呈负相关。其次，调节结果表明，如果师生关系密切，那么亲密的亲子关系纵向与孩子的任务坚持呈正相关。第三，结果表明，孩子较高的任务坚持水平与一年级老师的关系密切相关。