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RESEARCH PRODUCT
Cross-lagged relations between task-avoidant behavior and literacy skills in Chinese
Xiao ZhangGeorge K. GeorgiouChen-huei LiaoJari-erik Nurmisubject
Social PsychologyIntelligence quotientmedia_common.quotation_subjectContext (language use)Academic achievementbehavioral disciplines and activitiesSpellingLiteracyEducationDevelopmental psychologyNonverbal communicationFluencyReading (process)Developmental and Educational PsychologyPsychologyta515psychological phenomena and processesmedia_commondescription
Abstract We examined the cross-lagged relations between children's task-avoidant behavior and their performance in reading and spelling in Chinese. Eighty Grade 2 and 103 Grade 4 Mandarin-speaking Taiwanese children were assessed on measures of nonverbal IQ, task value, reading accuracy, fluency, and spelling. A year later, the children were reassessed on the literacy tasks. The teachers also assessed the children's task-avoidant behavior at both testing times. The results indicated that task-avoidant behavior was a significant predictor of spelling and to a lesser extent of reading accuracy, even after controlling for the effects of the previous level of literacy skill, nonverbal IQ, and task value. Cross-lagged relationships were found only in the younger age group and only when spelling was the literacy outcome. These findings suggest that, in the context of Chinese, task-avoidant behavior is an important antecedent of performance in demanding tasks such as spelling.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2013-06-01 | Learning and Individual Differences |