The cross-lagged relations between children's academic skill development, task-avoidance, and parental beliefs about success

被引：22
|
作者：
Magi, Katrin [1 ,2 ]
Lerkkanen, Marja-Kristiina [2 ]
Poikkeus, Anna-Maija [2 ]
Rasku-Puttonen, Helena [2 ]
Nurmi, Jari-Erik [3 ]
机构：
[1] Univ Tartu, Inst Psychol, EE-50410 Tartu, Estonia
[2] Univ Jyvaskyla, Dept Teacher Educ, SF-40351 Jyvaskyla, Finland
[3] Univ Jyvaskyla, Dept Psychol, SF-40351 Jyvaskyla, Finland
来源：
LEARNING AND INSTRUCTION | 2011年 / 21卷 / 05期
基金：
芬兰科学院;
关键词：
Task-avoidant behaviour; Parental beliefs; Math skills; Reading skills; Elementary school; ACHIEVEMENT STRATEGIES; READING PERFORMANCE; SCHOOL-ACHIEVEMENT; ELEMENTARY-SCHOOL; EXPECTATIONS; HOMEWORK; SELF; PERCEPTIONS; INVOLVEMENT; 1ST;
D O I：
10.1016/j.learninstruc.2011.03.001
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This longitudinal study investigated the cross-lagged associations between children's academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child's success from kindergarten to Grade 2. The participants were 1267 children. The children's pre-skills were assessed at the end of the kindergarten year, and math and reading skills at the end of Grade 1 and Grade 2. Parents provided ratings of their beliefs about their children's school success and task-avoidant behaviour with regard to homework at the end of Grades 1 and 2. The results showed that children's math and reading skills predicted children's task-avoidant behaviour regarding homework as rated by mothers, but not by fathers, when autoregressive effects were taken into account. In addition, task-avoidant behaviour predicted the mothers' subsequent beliefs about their children's school success but not vice versa. A reciprocal effect was found between fathers' beliefs about success and children's task-avoidance. (C) 2011 Elsevier Ltd. All rights reserved.
引用
收藏
页码：664 / 675
页数：12
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