Children's Problem-Solving Performance: The Effects of Compliance and Cognitive Factors

Crombie, Gail; Pilon, Daniel J.; Xinaris, Skevoulla

doi:10.1080/00221325.1991.9914692

Cited by 5 publications

(1 citation statement)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although extreme social dependence has been found to have detrimental effects on various aspects of school learning such as mathematics and discourse comprehension in older children Lehtinen, Olkinuora, & Salonen 1986;Smith, Robinson, & Voress, 1982) and on problem-solving in young children (Crombie & Gold, 1989;Crombie, Pilon, & Xinaris, 1991), it did not stand out as an explaining factor. This may be due to the difficulty of reliably in distinguishing socially dependent children through the rating method used in the present study.…”

Section: Discussionmentioning

confidence: 99%

The development of first graders' reading skill as a function of pre-school motivational orientation and phonemic awareness

1998

View full text Add to dashboard Cite

This study examined the development of reading skill during the first school year. The predictors were pre-school motivational orientations, coping tendencies, knowledge of the alphabet and phonemic awareness. From 151 pre-school children (6 years of age) rated by pre-school teachers on motivational orientations, 32 non--readers were allocated according to their dominating motivational disposition to one of the following extreme groups: task orientation, social dependence, ego-defensive, and multiple non-task-oriented. Each group included 8 children. The subjects' phonemic awareness and knowledge of the alphabet were assessed. Coping strategies were observed in pre-school during a play-like construction task comprising three induced pressure episodes. At the end of the first grade the children were assessed on word reading skill and again on motivational orientation. Both group comparisons and idiographic analyses were made. Results indicated that pre-school phonemic awareness was associated with first grade word reading skill. Rated task orientation in pre-school enhanced significantly the prediction offluent word reading. Task-oriented children showed significantly better word reading skill than ego-defensive or multiple non-task-oriented children. Ego-defensive and multiple non-task-oriented subjects showed significantly less task oriented, and more ego-defensive, coping behaviour under pressure than task-oriented subjects. Thisfinding suggests greater vulnerability of ego-defensive and multiple non-task-oriented children which may contribute to diverging reading careers. Idiographic analyses indicated parallel developmental changes in reading skill, motivational orientations and coping patterns confirming the role of motivation in theformation ofan individual's reading career.The authors wish to thank the heads, teachers and childrenof fourteen kindergartens and four primary schools in Turku, Finland,who unfortunately must remain anonymous. 156

show abstract

Section: Discussionmentioning

confidence: 99%