The development of achievement strategies and academic skills during the first year of primary school

Onatsu-Arvilommi, Tiina; Nurmi, Jari‐Erik; Aunola, Kaisa

doi:10.1016/s0959-4752(01)00029-9

Cited by 59 publications

(63 citation statements)

References 42 publications

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“…Holt, 1964) and other studies indicate that maladaptive motivation, such as lack of persistence, undermines improvement in maths already at the beginning of grade 1 (Onatsu-Arvilommi, Nurmi, & Aunola, 2002). In addition, extrinsic motivation, that is, a tendency to focus on rewards and grades, is found to intensify learning difficulties in domains with a hierarchical knowledge structure such as mathematics (Licht & Dweck, 1984;Schultz & Switzky, 1993).…”

Section: Motivation and Problems In The Acquisition Of Reading And Mamentioning

confidence: 95%

Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2

Lepola

Niemi

Kuikka

et al. 2005

International Journal of Educational Research

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Section: Motivation and Problems In The Acquisition Of Reading And Mamentioning

confidence: 95%

Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2

Lepola

Niemi

Kuikka

et al. 2005

International Journal of Educational Research

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“…Personal causes concern the maladaptive motivational profile and include a maladaptive student self-image, a lower level of self-esteem, a lack of confidence as well as individual characteristics such as the big five personality traits [47]. Finally, cognitive causes include a lower level of abstract or logical thinking, poor cognitive abilities or inadequate learning styles [48][49][50]. These factors are traditionally assumed to play a pivotal role in the behavior responses of anxious pupils [51].…”

Section: Anxiety In Childrenmentioning

confidence: 99%

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

Alesi¹,

Rappo²,

Pepi³

2014

J Psychol Abnorm Child

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Educational research places emphasis on the fact that pupils with Learning Disabilities may develop depressive and anxiety symptoms characterized by lower levels of self-esteem.The aim of this research is to compare the levels of depression, anxiety at school and self-esteem in children with learning disabilities, mathematical disabilities and a control group who showed typical learning. The participants were 132 children (52 girls and 80 boys), with an average age of 9 years, attending the fourth grade of primary school. These pupils were selected by scores on a battery of tests commonly used in Italy for the assessment of learning disabilities. On the whole, analyses revealed that children with Learning Disabilities and Mathematical Disabilities showed higher level of depression and school anxiety as well as lower rated self-esteem at school than children with typical learning. Moreover our findings highlight the co-occurrence of depressive and anxiety symptoms in pupils with Learning Disabilities.One of the issues that emerges from this study is the need to implement prevention programs aimed at identifying at an early age high-risk children showing increased levels of depression and anxiety. Moreover, these findings highlight the importance to find which are the most appropriate educational and clinical interventions to reduce cognitive maladaptive strategies in school aged children.

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“…Alguns estudos foram realizados com a finalidade de se investigar as possíveis relações entre o uso das estratégias de aprendizagem e o bom desempenho acadêmico dos estudantes (Loranger, 1994;Moura, 1992;Onatsu-Arvilommi, Nurmi & Aunola, 2002;Purdie & Harttie, 1996). Esses estudos eram do tipo descritivo com delineamento de levantamento e correlacional, e todos evidenciaram que os estudantes que faziam uso de um repertório diversificado de estratégias de aprendizagem eram aqueles que também apresentavam um bom desempenho acadêmico.…”

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Estratégias de aprendizagem e desempenho acadêmico: evidências de validade

Oliveira

Boruchovitch

Santos

2009

Psic.: Teor. e Pesq.

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RESUMO -O objetivo deste estudo foi verificar a validade fatorial de uma escala de estratégias de aprendizagem, bem como explorar sua validade concorrente em relação ao desempenho acadêmico de estudantes. Participaram 815 crianças do Ensino Fundamental de escolas públicas e privadas dos Estados de São Paulo e Minas Gerais. A Escala de Estratégias de Aprendizagem foi aplicada coletivamente. Para a operacionalização dos objetivos, recorreu-se à análise fatorial exploratória. Os alphas de Cronbach do instrumento e das três subescalas revelaram índices aceitáveis de consistência interna. A análise de variância apontou diferenças estatisticamente significativas entre o desempenho acadêmico e a pontuação na escala. Os dados foram discutidos em termos de suas possíveis implicações para a área de avaliação psicoeducacional.Palavras-chave: aprendizagem; estudo; avaliação psicoeducacional; estratégias de aprendizagem. Learning Strategies and Academic Performance:Validity Evidences ABSTRACT -The purpose of the present study was to verify the factorial validity of a learning strategy scale as well as to explore the concurrent validity of the instrument in regard to students´ academic achievement. The sample was composed of 815 basic education children from both public and private schools of São Paulo and Minas Gerais. The Learning Strategy Scale was collectively applied. Exploratory factorial analyses were conducted to achieve the purposes of the study. The alphas of Cronbach of the instrument and of its three subscales showed good reliability. Variance analyses showed significant differences between school achievement and punctuation in the scale. The data were discussed in terms of their possible implications for the psycho-educational evaluation area.Keywords: learning; studying; psycho-educational evaluation; learning strategies. Há uma concepção na psicologia, a qual ganhou forma na década de 1970, que, ao considerar o funcionamento da mente humana como análogo ao funcionamento de uma máquina, expandiu as ideias sobre o processamento da informação a fim de explicar a cognição humana. Dessa forma, a teoria do processamento da informação tem sido constantemente utilizada por teóricos da psicologia cognitiva, para quem a mente humana funcionaria como uma estrutura básica que processa e armazena todas as informações e impressões recebidas do meio. Os estudiosos do processamento humano da informação defendem que existe uma interação entre fatores contextuais e internos na aprendizagem (Bzuneck, 2004).Autores como Dembo (1994), Nori e Giusbert (2006) e Sternberg (1996/2000) consideram que a aprendizagem se concretiza quando uma informação nova é armazenada na memória a longo prazo. O ambiente é o agente que promove a estimulação do raciocínio para que uma nova informação comece a ser processada.Nesse contexto, as estratégias de aprendizagem se inserem no processamento da informação como recursos valiosos que o estudante pode dispor no momento do estudo, visando maximizar a recuperação e a imediata utilização da informação. N...

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The development of achievement strategies and academic skills during the first year of primary school

Cited by 59 publications

References 42 publications

Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2

Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

Estratégias de aprendizagem e desempenho acadêmico: evidências de validade

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