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

页码：664 / 675

页数：12

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