6533b871fe1ef96bd12d25a6

RESEARCH PRODUCT

The developmental dynamics of task-avoidant behavior and math performance in kindergarten and elementary school

Kaisa AunolaRiikka HirvonenAsko TolvanenJari-erik Nurmi

subject

motivaatioSocial PsychologymatematiikkaCognitionAcademic achievementtask-avoidant behavioresiopetusChild developmentStructural equation modelingEducationTask (project management)Developmental psychologyalakouluDevelopmental dynamicsLearning motivationmotivationelementary schoolDevelopmental and Educational PsychologyMathematics educationTask analysiskindergartenPsychologyta515tehtävien välttely

description

Besides cognitive factors, children's learning at school may be influenced by more dynamic phenomena, such as motivation and achievement-related task-avoidant behavior. The present study examined the developmental dynamics of task-avoidant behavior and math performance from kindergarten to Grade 4. A total of 225 children were tested for their arithmetic skills in kindergarten and in Grades 1, 2, and 4 of elementary school. Children's task-avoidant behavior in learning situations was rated by their teachers. The results of latent growth curve analyses showed that math performance and task-avoidant behavior develop in tandem: an increase in task-avoidant behavior was related to less improvement in math performance. Furthermore, a high initial level of task-avoidant behavior predicted less improvement and slower improvement in math later on. peerReviewed

yearjournalcountryeditionlanguage
2012-12-01
http://urn.fi/URN:NBN:fi:jyu-201211203029