The role of achievement beliefs and behaviours in spontaneous reading acquisition

Fyrstén, Sanna; Nurmi, Jari‐Erik; Lyytinen, Heikki

doi:10.1016/j.learninstruc.2006.10.005

Cited by 16 publications

(19 citation statements)

References 43 publications

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“…In terms of learning to read, Fyrstén, Nurmi, and Lyytinen (2006) found that task-focused behaviour at the age of 6.5 years predicted spontaneous reading acquisition before any formal reading instruction. In addition, several studies have found that elementary school children's reading achievement was predicted by their task-avoidant (Hagtvet, 2000;OnatsuArvilommi, & Nurmi, 2000) or task-focused behaviour (Dally, 2006;Lepola, Salonen, & Vauras, 2000;Poskiparta, Niemi, Lepola, Ahtola, & Laine, 2003) in kindergarten.…”

Section: Task-focused Behaviour and Learning To Readmentioning

confidence: 97%

“…For example, Fyrstén et al (2006) showed that children who were verbally skilful at age 5 showed a higher level of task-focused behaviour at age 6.5 years that then predicted spontaneous reading acquisition. Similarly, Lepola et al (2005) showed that task orientation in preschool predicted phonological awareness in kindergarten, which then predicted task orientation at the beginning of Grade 1.…”

Section: Task-focused Behaviour and Learning To Readmentioning

confidence: 99%

See 1 more Smart Citation

Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors

Manolitsis

Georgiou

Stephenson

et al. 2009

Learning and Instruction

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Section: Task-focused Behaviour and Learning To Readmentioning

confidence: 97%

Section: Task-focused Behaviour and Learning To Readmentioning

confidence: 99%

Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors

Manolitsis

Georgiou

Stephenson

et al. 2009

Learning and Instruction

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“…Achievement-related behaviors, such as learned helplessness and active task avoidance, have provoked interest among researchers because these behaviors have proven to be maladaptive in terms of their effect on achievement outcomes (e.g., Aunola, Nurmi, TEMPERAMENT, AFFECTS, AND BEHAVIORS 4 Lerkkanen, & Rasku-Puttonen, 2003;Dweck, 1986;Fyrstén, Nurmi, & Lyytinen, 2006;Nolen-Hoeksema, Girgus, & Seligman, 1986). Although such behaviors are students' attempts to cope with the situational demands and stress in academic settings, they have negative consequences on students' performance.…”

Section: Achievement-related Affects and Behaviorsmentioning

confidence: 99%

The role of temperament in children's affective and behavioral responses in achievement situations

Hirvonen

Aunola

Alatupa

et al. 2013

Learning and Instruction

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(2013). The role of temperament in children's affective and behavioral responses in achievement situations. Learning and Instruction, 27 (1), 21-30. doi:10.1016/j.learninstruc.2013.02 Although students' affects and behaviors in achievement situations have been shown to be influenced by their previous learning experiences, less is known about how they relate to students' dispositional characteristics, such as temperament. This study examined to what extent children's temperament is related to their affective and behavioral responses in achievement situations. Teachers rated first-graders' (n = 153) temperamental characteristics in the Fall semester. Children's active task avoidance, anxiety, and helplessness were rated in test situations in the Fall and Spring semesters. The results showed that the more easily distracted the children were, the more task avoidance they showed, and the more their task avoidance increased during the first grade. Moreover, children's high level of inhibition was related to high levels of anxiety and helplessness. The findings suggest that characteristics that are related to students' behavioral regulation and inhibition are particularly important for their affective and behavioral responses in achievement situations.

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“…The interview questions were adapted from Strategy and Attribution Questionnaire for Children (SAQ-C; see Fyrsten, Nurmi, & Lyytinen, 2006). Three items concerned with lack of persistence when engaging in school tasks were used to measure children's self-reported task-avoidant behaviours (e.g.…”

Section: Task-avoidant Behaviours: Self-reportsmentioning

confidence: 99%

Performance‐approach goals, task‐avoidant behaviour and conceptual knowledge as predictors of first graders’ school performance

Mägi

Häidkind

Kikas

2009

Educational Psychology

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The present paper aims to examine the relationship between first grade children's performance-approach goal orientation, task-avoidant behaviours, conceptual knowledge and their achievement in maths and literacy. The sample consisted of 174 first grade children and their class teachers. Children's self reports of their performance-approach goals and avoidant behaviours as well as teacher-reports of children's avoidant behaviours were used. Our results indicate that performanceapproach goal orientation positively predicts children's self-reported taskavoidant behaviours which in turn have a negative effect on children's achievement outcomes. The negative effect of teacher-rated avoidant behaviours on children's achievement outcomes was even greater than the positive influence of children's conceptual knowledge. These results suggest that the relationships between goal-orientations, achievement behaviours and achievement outcomes start to form early in children's school career (or even before that) and that children's self-report of their achievement goals and behaviours provide a valuable knowledge already in this early age.

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The role of achievement beliefs and behaviours in spontaneous reading acquisition

Cited by 16 publications

References 43 publications

Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors

Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors

The role of temperament in children's affective and behavioral responses in achievement situations

Performance‐approach goals, task‐avoidant behaviour and conceptual knowledge as predictors of first graders’ school performance

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