title: Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance.
abstract: In the longitudinal study presented here, we tested the theoretical assumption that children's task-focused behavior in learning situations mediates the associations between supportive interpersonal environments and academic performance. The sample consisted of 2,137 Finnish-speaking children. Data on supportive interpersonal environments (characterized by authoritative parenting, positive teacher affect toward the child, and peer acceptance) were gathered in Grade 1. The children's task-focused behavior was measured in Grades 2 and 3, and academic performance was measured in Grades 1 and 4. The results supported our assumption by showing that all three supportive environments were positively associated with children's subsequent academic performance via increased task-focused behavior in learning situations. These findings suggest that students' academic performance can be promoted by increasing the support they receive from peers, parents, and teachers because such increased support leads to better task focus in learning tasks.
authors: 1Department of Psychology.
authors: Noona
authors: N
authors: Kiuru
authors: Eija
authors: E
authors: Pakarinen
authors: Kati
authors: K
authors: Vasalampi
authors: Gintautas
authors: G
authors: Silinskas
authors: Kaisa
authors: K
authors: Aunola
authors: Anna-Maija
authors: AM
authors: Poikkeus
authors: Riitta-Leena
authors: RL
authors: Metsäpelto
authors: Marja-Kristiina
authors: MK
authors: Lerkkanen
authors: Jari-Erik
authors: JE
authors: Nurmi
mesh_terms: D000124:Achievement; D001288:Attention; D002648:Child; D005260:Female; D006040:Goals; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D010287:Parent-Child Relations; D016487:Parenting; D010379:Peer Group; D012929:Psychological Distance; D012931:Social Environment; D012944:Social Support; D013334:Students
keywords: academic achievement; academic performance; authoritative parenting; motivation; peer acceptance; positive teacher affect; relationship quality; supportive interpersonal environments; task-focused behavior