The dynamic interaction between parents' and teachers' instructional support and affect, and children's academic performance and adjustment
This 3-year project aims to identify the mechanisms by which parents’ and teachers’ instructional support and affect are associated with children’s learning, motivation, and problem behavior, how these associations change across time, and to what extent there is consistency and generalizability across cultures. The project aims to bring together research conducted in Finland, Lithuania, and Canada. The results of the project are expected to throw new light on parent–child and teacher–student relations, and parental and teacher influences on children. Also, the results are expected to have practical application, useful to parents and professionals involved in children’s development in school.