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RESEARCH PRODUCT
The development of achievement strategies and academic skills during the first year of primary school
Tiina Onatsu-arvilommiKaisa AunolaJari-erik Nurmisubject
4. Educationmedia_common.quotation_subjecteducation05 social sciencesPrimary education050301 educationLearned helplessnessAcademic achievementbehavioral disciplines and activitiesEducationSkills managementDevelopmental psychologyAcademic skillsReading (process)Mathematical skillDevelopmental and Educational Psychology0501 psychology and cognitive sciencesSelf-handicappingPsychology0503 education050104 developmental & child psychologymedia_commondescription
Abstract The aim of the study was to investigate whether children's achievement strategies would predict the development of their reading and mathematical skills during the first school year, or whether it is rather these skills that predict the changes in their achievement strategies. One-hundred and five 6- to 7-year-old children were examined three times during their first year of primary school: in each measurement, their self-reported achievement strategies were assessed, and their reading and mathematical skills were rated by their classroom teacher. Their overall cognitive competence was also measured before entry into school. The results showed that the use of maladaptive achievement strategies hampered the children's subsequent improvement in reading and mathematical skills. By contrast, children's skills did not have any impact on their subsequent use of achievement strategies.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2002-10-01 | Learning and Instruction |