Gintas Silinskas
Gintas Silinskas
Ph.D in Psychology, University of Jyväskylä
Verified email at - Homepage
Cited by
Cited by
Transition to formal schooling: Do transition practices matter for academic performance?
A Ahtola, G Silinskas, PL Poikonen, M Kontoniemi, P Niemi, JE Nurmi
Early childhood research quarterly 26 (3), 295-302, 2011
Parental involvement in math homework: Links to children’s performance and motivation
G Silinskas, E Kikas
Scandinavian Journal of Educational Research 63 (1), 17-37, 2019
The frequency of parents’ reading-related activities at home and children's reading skills during kindergarten and Grade 1
G Silinskas, MK Lerkkanen, A Tolvanen, P Niemi, AM Poikkeus, JE Nurmi
Journal of Applied Developmental Psychology 33 (6), 302-310, 2012
Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1
G Silinskas, U Leppänen, K Aunola, R Parrila, JE Nurmi
Learning and Instruction 20 (1), 61-71, 2010
Children’s poor academic performance evokes parental homework assistance—but does it help?
G Silinskas, P Niemi, MK Lerkkanen, JE Nurmi
International Journal of Behavioral Development 37 (1), 44-56, 2013
Cross-lagged relationships between home learning environment and academic achievement in Chinese
D Ciping, G Silinskas, W Wei, GK Georgiou
Early Childhood Research Quarterly 33, 12-20, 2015
The developmental dynamics of children’s academic performance and mothers’ homework-related affect and practices.
G Silinskas, N Kiuru, K Aunola, MK Lerkkanen, JE Nurmi
Developmental Psychology 51 (4), 419, 2015
Subjektyvios gerovės išgyvenimas ir su juo susiję veiksniai vyrų imtyje
G Šilinskas, R Žukauskienė
Does early reading instruction promote the rate of acquisition? A comparison of two transparent orthographies
P Soodla, MK Lerkkanen, P Niemi, E Kikas, G Silinskas, JE Nurmi
Learning and Instruction 38, 14-23, 2015
Task-focused behavior mediates the associations between supportive interpersonal environments and students’ academic performance
N Kiuru, E Pakarinen, K Vasalampi, G Silinskas, K Aunola, AM Poikkeus, ...
Psychological science 25 (4), 1018-1024, 2014
Cross-lagged associations between problem behaviors and teacher-student relationships in early adolescence
E Pakarinen, G Silinskas, BK Hamre, RL Metsäpelto, MK Lerkkanen, ...
The Journal of Early Adolescence 38 (8), 1100-1141, 2018
Patterns of word reading skill, interest and self-concept of ability
J Viljaranta, N Kiuru, MK Lerkkanen, G Silinskas, AM Poikkeus, JE Nurmi
Educational Psychology 37 (6), 712-732, 2017
Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles
E Kikas, G Silinskas, AL Jõgi, P Soodla
Learning and Individual Differences 49, 270-277, 2016
Maternal teaching of reading and children's reading skills in Grade 1: Patterns and predictors of positive and negative associations
G Silinskas, N Kiuru, A Tolvanen, P Niemi, MK Lerkkanen, JE Nurmi
Learning and Individual Differences 27, 54-66, 2013
Young adults' personal concerns during the COVID-19 pandemic in Finland: an issue for social concern
M Ranta, G Silinskas, TA Wilska
International Journal of Sociology and Social Policy 40 (9/10), 1201-1219, 2020
Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations
RL Metsäpelto, G Silinskas, N Kiuru, AM Poikkeus, E Pakarinen, ...
Contemporary Educational Psychology 49, 324-336, 2017
Mothers’ reading-related activities at home and learning to read during kindergarten
G Silinskas, R Parrila, MK Lerkkanen, AM Poikkeus, P Niemi, JE Nurmi
European Journal of Psychology of Education 25, 243-264, 2010
Math homework: Parental help and children’s academic outcomes
G Silinskas, E Kikas
Contemporary Educational Psychology 59, 101784, 2019
The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support
E Kikas, G Silinskas, P Soodla
International Journal of Behavioral Development 39 (5), 402-412, 2015
Home literacy activities and children’s reading skills, independent reading, and interest in literacy activities from kindergarten to grade 2
G Silinskas, M Sénéchal, M Torppa, MK Lerkkanen
Frontiers in Psychology 11, 1508, 2020
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