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

Mägi, Katrin; Lerkkanen, Marja‐Kristiina; Poikkeus, Anna‐Maija; Rasku‐Puttonen, Helena; Nurmi, Jari‐Erik

doi:10.1016/j.learninstruc.2011.03.001

Cited by 25 publications

(29 citation statements)

References 42 publications

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“…Convergent validity requires that the same constructs have strong correlations between raters (in our case classroom teachers, remedial teachers, mothers, and testers; Campbell & Fiske, 1959). As children often exhibit different task-avoidant behaviors in different contexts (Mägi, Lerkkanen, Poikkeus, Rasku-Puttonen, & Nurmi, 2011), we expect that classroom teacher-reported task avoidance would be moderately convergent with remedial teachers' (Hypothesis 2a), mothers' (Hypothesis 2b), and testers' reports (Hypothesis 2c). As discriminant validity requires that the correlations between the same constructs between raters be significantly stronger than those between different constructs between raters (Campbell & Fiske, 1959), we assume that teacher-reported task avoidance would be divergent from tester-reported social dependence (Hypothesis 2d).…”

Section: The Present Studymentioning

confidence: 95%

A teacher-report measure of children's task-avoidant behavior: A validation study of the Behavioral Strategy Rating Scale

Xiao¹,

Nurmi²,

Kiuru³

et al. 2011

Learning and Individual Differences

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Section: The Present Studymentioning

confidence: 95%

A teacher-report measure of children's task-avoidant behavior: A validation study of the Behavioral Strategy Rating Scale

Xiao¹,

Nurmi²,

Kiuru³

et al. 2011

Learning and Individual Differences

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“…Parental beliefs about their children's school performance have been studied more extensively during the first year of primary school (e.g. Alexander & Entwisle, 1988;Aunola, Nurmi, Niemi, Lerkkanen, & Rasku Puttonen, 2002;Aunola, Nurmi, Niemi, Lerkkanen, & Rasku-Puttonen, 2003;Baker & Entwisle, 1987;Spinath & Spinath, 2005), than at and before the transition to school (e.g., Englund, Luckner, Whaley, & Egeland, 2004;Mägi, Lerkkanen, Poikkeus, Rasku-Puttonen, & Nurmi, 2011). However, young children's own beliefs concerning the change and their expectations and fears about school life have been studied only marginally.…”

Section: Children's Beliefs Concerning the Starting Schoolmentioning

confidence: 99%

Children’s beliefs concerning school transition

Eskelä-Haapanen

Lerkkanen

Rasku‐Puttonen

et al. 2016

Early Child Development and Care

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The present study examines preschoolers' positive and negative beliefs concerning their transfer into primary education. Data from 1,386 Finnish preschoolers were obtained using interviews with parents at the end of the children's preschool year (age 6). Using qualitative content analysis, the data were analysed and interpreted. The analysis revealed a total of 11 core categories, which encompassed peer relationships, relationship with teacher, learning, formal schoolwork, informal activities, comfortable school entry and no concerns. The results indicated that children's beliefs concerning their prospective school entry centred on maintaining friendships and making new friends, and that children possessed both negative preconceptions and positive expectations about their relationship with their future teacher.Concerns about managing school life were expressed by both girls and boys; however, in general, worries about school entry were not very common as nearly one-third of the children did not express any concerns. Children anticipated new learning experiences and were eager to meet more challenging tasks. The anticipation of positive learning encounters emphasises the gradual, proactive construction of children's self-conceptions as learners. Finally, some differences were found between girls and boys, as well as the type of preschool context.

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“…Working with a group of Finnish children followed from kindergarten to Grade 2, Mägi et al . () found that earlier reading ability (Grade 1) predicted future parent‐rated task avoidance (Grade 2). This finding is in contrast to those of Aunola et al .…”

Section: Introductionmentioning

confidence: 99%

Cross‐lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills

Georgiou

Hirvonen

Manolitsis

et al. 2017

Brit J of Edu Psychol

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

Cited by 25 publications

References 42 publications

A teacher-report measure of children's task-avoidant behavior: A validation study of the Behavioral Strategy Rating Scale

A teacher-report measure of children's task-avoidant behavior: A validation study of the Behavioral Strategy Rating Scale

Children’s beliefs concerning school transition

Cross‐lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills

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