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

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Learning and Instruction Volume 12, Number 5 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The aim of the study was to investigate whether children's achievement strategies would predict the development of their reading and mathematical skills during the first school year, or whether it is rather these skills that predict the changes in their achievement strategies. One-hundred and five 6- to 7-year-old children were examined three times during their first year of primary school: in each measurement, their self-reported achievement strategies were assessed, and their reading and mathematical skills were rated by their classroom teacher. Their overall cognitive competence was also measured before entry into school. The results showed that the use of maladaptive achievement strategies hampered the children's subsequent improvement in reading and mathematical skills. By contrast, children's skills did not have any impact on their subsequent use of achievement strategies.

Citation

Onatsu-Arvilommi, T., Nurmi, J.E. & Aunola, K. The development of achievement strategies and academic skills during the first year of primary school. Learning and Instruction, 12(5), 509-527. Elsevier Ltd. Retrieved April 1, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0959-4752(01)00029-9

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