0000000000325008

AUTHOR

Saule Raiziene

showing 3 related works from this author

Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1

2021

We investigated the longitudinal links between parental teaching of reading and spelling and children’s word reading and spelling skills. Data of 244 Lithuanian parent–child dyads were analyzed, who were followed across three time points: end of kindergarten (T1; Mage = 6.88; 116 girls), beginning of Grade 1 (T2), and end of Grade 1 (T3). The children’s word reading and spelling skills were tested, and the parents answered questionnaires on the frequency with which they taught their children reading and spelling. Overall, the results showed that the parents were responsive to their children’s skill levels across the domains of reading and spelling and across time (i.e., the transition from …

educationalakoululaisetPedagogika / PedagogylukeminenkotiympäristövanhemmatLietuva (Lithuania)Skaitymasesikouluikäisetteaching of reading ; teaching of spelling ; home literacy ; parents ; reading ; spellingŠeima / FamilylukutaitokirjoitustaitoRašyba. Skyryba. Ortografija / Spelling. Punctation. Orthographypsychological phenomena and processesGeneral PsychologykirjoittaminenFrontiers in Psychology
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Zadovoljavanje osnovnih psiholoških potreba i autonomna motivacija u kontekstu škole: testiranje aditivne, sinergističke i hipoteze ravnoteže

2018

The present study examined the influence of the three basic psychological needs on autonomous motivation in educational settings in the light of additive, synergistic, and balance hypotheses. Participants were 679 high school students (Mage = 16.16, 49.3% girls). The findings supported the additive hypothesis: all three needs had unique effects on autonomous motivation. The synergistic hypothesis was only partially supported: one two-way interaction between autonomy and competence had effect on autonomous motivation. A high level of satisfaction of the need for autonomy led to autonomous motivation regardless of satisfaction of the need for competence. However, competence was positively rel…

need for relatednessyhteisöllisyysopiskelumotivaatiotarpeet05 social sciencesitseohjautuvuusobrazovno okruženje; potreba za autonomijom; potreba za kompetentnošću; potreba za povezivanjem; teorija samoodređenjakoululaisetneed for competence050109 social psychology030229 sport sciencesEducationomaehtoisuus03 medical and health sciences0302 clinical medicineeducational settings; need for autonomy; need for competence; need for relatedness; self-determination theorykyvykkyys0501 psychology and cognitive sciencesta516need for autonomyeducational settingsPsychologySocial psychologySelf-determination theoryta515Croatian Journal of Education : Hrvatski časopis za odgoj i obrazovanje
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Responsive home numeracy as children progress from kindergarten through Grade 1

2020

The aim of the present study was to investigate longitudinal associations between formal home numeracy activities and children’s arithmetic fluency skills. Children were followed during the transition from the end of kindergarten (T1; Mage = 6.87 years) to the beginning of Grade 1 (T2), and again at the end of the Grade 1 (T3). Participants were Lithuanian children (n = 341) and their parents. At each time point, parents reported the frequency of the formal home numeracy activities they engaged in with their children; the children completed addition and subtraction tasks at the same three time points. Using a cross-lagged analysis, we found that parents adjusted the frequency of their home …

Sociology and Political Sciencearithmetic fluencyeducation05 social sciences050301 educationEducationDevelopmental psychologykotiympäristöMaternal educationmath skillsFluencyNumeracyMath skillsnumeracy activitiesesikouluikäisetnumeerinen lukutaitoDevelopmental and Educational Psychologymatemaattiset taidotharjoittelu0501 psychology and cognitive scienceshome numeracyPsychologynumeracy0503 education050104 developmental & child psychologyEarly Childhood Research Quarterly
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