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Article: Examining the developmental dynamics between achievement strategies and different literacy skills
Title | Examining the developmental dynamics between achievement strategies and different literacy skills |
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Authors | |
Keywords | task avoidance reading parent beliefs achievement strategies spelling |
Issue Date | 2013 |
Citation | International Journal of Behavioral Development, 2013, v. 37, n. 3, p. 173-181 How to Cite? |
Abstract | We examined the developmental dynamics between task-avoidant behavior and different literacy outcomes, and possible precursors of task-avoidant behavior. Seventy Greek children were followed from Grade 4 until Grade 6 and were assessed every year on reading fluency, spelling, and reading comprehension. The teachers assessed the children's achievement strategies at all testing times. In addition, in Grade 4, the children responded to a task value questionnaire and the parents reported their beliefs and expectations about their children's academic performance. The results revealed that task avoidance was reciprocally related only to reading comprehension. In addition, only parental beliefs predicted task avoidance. These findings complement those of previous studies in transparent orthographies and suggest that the role of task avoidance on literacy development depends on the time when the literacy skills are assessed and the type of literacy outcome. © 2013 The Author(s). |
Persistent Identifier | http://hdl.handle.net/10722/230933 |
ISSN | 2023 Impact Factor: 2.4 2023 SCImago Journal Rankings: 1.558 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Georgiou, George K. | - |
dc.contributor.author | Manolitsis, George | - |
dc.contributor.author | Zhang, Xiao | - |
dc.contributor.author | Parrila, Rauno | - |
dc.contributor.author | Nurmi, Jari Erik | - |
dc.date.accessioned | 2016-09-01T06:07:11Z | - |
dc.date.available | 2016-09-01T06:07:11Z | - |
dc.date.issued | 2013 | - |
dc.identifier.citation | International Journal of Behavioral Development, 2013, v. 37, n. 3, p. 173-181 | - |
dc.identifier.issn | 0165-0254 | - |
dc.identifier.uri | http://hdl.handle.net/10722/230933 | - |
dc.description.abstract | We examined the developmental dynamics between task-avoidant behavior and different literacy outcomes, and possible precursors of task-avoidant behavior. Seventy Greek children were followed from Grade 4 until Grade 6 and were assessed every year on reading fluency, spelling, and reading comprehension. The teachers assessed the children's achievement strategies at all testing times. In addition, in Grade 4, the children responded to a task value questionnaire and the parents reported their beliefs and expectations about their children's academic performance. The results revealed that task avoidance was reciprocally related only to reading comprehension. In addition, only parental beliefs predicted task avoidance. These findings complement those of previous studies in transparent orthographies and suggest that the role of task avoidance on literacy development depends on the time when the literacy skills are assessed and the type of literacy outcome. © 2013 The Author(s). | - |
dc.language | eng | - |
dc.relation.ispartof | International Journal of Behavioral Development | - |
dc.subject | task avoidance | - |
dc.subject | reading | - |
dc.subject | parent beliefs | - |
dc.subject | achievement strategies | - |
dc.subject | spelling | - |
dc.title | Examining the developmental dynamics between achievement strategies and different literacy skills | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1177/0165025413477007 | - |
dc.identifier.scopus | eid_2-s2.0-84877760907 | - |
dc.identifier.volume | 37 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 173 | - |
dc.identifier.epage | 181 | - |
dc.identifier.eissn | 1464-0651 | - |
dc.identifier.isi | WOS:000318647400001 | - |
dc.identifier.issnl | 0165-0254 | - |