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41.
Jaana Viljaranta Asko Tolvanen Kaisa Aunola Jari-Erik Nurmi 《Scandinavian Journal of Educational Research》2014,58(6):734-756
Only a few studies have examined the direction of associations between academic achievement, interest, and self-concept of ability simultaneously by using longitudinal data over several school years. To examine the cross-lagged relationships between students' interest, self-concept of ability, and performance in mathematics and reading, longitudinal data from Grade 1 to Grade 7 of comprehensive school was gathered from 216 students. The results showed that, in both reading and math, performance predicted students' subsequent self-concept of ability. Some evidence was also found that math performance predicts subsequent interest in mathematics, and that self-concept of math ability mediates the impact of math performance on interest. No evidence was found for the assumption that self-concept of ability or interest would predict subsequent academic performance. 相似文献
42.
Gintautas Silinskas Ulla Leppänen Kaisa Aunola Rauno Parrila Jari-Erik Nurmi 《Learning and Instruction》2010,20(1):61-71
The aim of the present longitudinal study was to investigate factors contributing to mothers' and fathers' teaching of reading and mathematics to their children during kindergarten and Grade 1. It was assumed that mothers' and fathers' teaching during kindergarten would be influenced by their socioeconomic status and their own learning difficulties, whereas during Grade 1 by their children's academic performance. A total of 189 mothers and 165 fathers filled in questionnaires regarding their teaching of reading and mathematics twice, once in kindergarten and once in Grade 1. Children's reading and mathematics performance was also examined twice, once in kindergarten and once in Grade 1. The results showed that the lower the socioeconomic status of mothers and fathers, the more teaching of reading and mathematics they reported. Moreover, the lower the children's academic performance in reading and mathematics in the beginning of Grade 1, the more teaching by mothers and fathers reported later on. Overall, the results suggest that mothers and fathers adjust their teaching to the actual skill level of their children when their children enter primary school. 相似文献
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44.
George K. Georgiou George Manolitsis Jari-Erik Nurmi Rauno Parrila 《Contemporary educational psychology》2010
We examined the importance of children’s classroom activity, defined as task-focused versus task-avoidance behavior, on different literacy outcomes in an orthographically consistent language. Greek children (n = 95) were tested in kindergarten, grade 1, and grade 2 on measures of general cognitive ability, phonological awareness, RAN, and short-term memory. The teachers of the children also assessed their task-focused behavior. Nonword decoding, reading fluency, spelling, and reading comprehension measures were administered in grades 2 and 3. The results indicated that task-focused behavior accounted for unique variance in spelling and reading comprehension, even after controlling for the effects of autoregressor, non-verbal IQ, and phonological processing. 相似文献
45.
Riikka Hirvonen Asko Tolvanen Kaisa Aunola Jari-Erik Nurmi 《Learning and individual differences》2012,22(6):715-723
Besides cognitive factors, children's learning at school may be influenced by more dynamic phenomena, such as motivation and achievement-related task-avoidant behavior. The present study examined the developmental dynamics of task-avoidant behavior and math performance from kindergarten to Grade 4. A total of 225 children were tested for their arithmetic skills in kindergarten and in Grades 1, 2, and 4 of elementary school. Children's task-avoidant behavior in learning situations was rated by their teachers. The results of latent growth curve analyses showed that math performance and task-avoidant behavior develop in tandem: an increase in task-avoidant behavior was related to less improvement in math performance. Furthermore, a high initial level of task-avoidant behavior predicted less improvement and slower improvement in math later on. 相似文献
46.
In higher education dual systems, graduates are qualified to apply for jobs in same professional fields along two separated
educational routes. The research problem is whether the rival applicants for professional positions are treated equally in
the labour market despite their different qualifications. From the graduates point of view, to be equal means to have an opportunity
to be employed in accordance with one’s professional skill. Applying European survey data, the article tests to what extent
the ‘distribution of work’ between university and non-university graduates seems to be based on educational qualifications
or actual competence. Among 4,000 German, Dutch, Finnish, and Swiss graduates primarily in business and administration and
engineering, only slight and occasional evidence of ‘status-based recruitment’ was found. All in all, the research suggests
that from the view of graduate employment, the European dual HE systems work very much following the principle of ‘different
but equal’. 相似文献
47.
Katja Natale Jaana Viljaranta Marja‐Kristiina Lerkkanen Anna‐Maija Poikkeus Jari‐Erik Nurmi 《教育心理学》2009,29(5):603-619
The present study investigated whether kindergarten teachers' causal attributions would predict children's reading‐related task motivation and performance, or whether it is rather children's motivation and performance that contribute to teachers' causal attributions. To investigate this, 69 children (five to six years old at baseline) and their teachers were examined twice during the kindergarten year. Teachers filled in a questionnaire measuring their causal attributions twice during the kindergarten year. Information about the children's reading‐related task motivation and performance was gathered at the beginning of and at the end of the kindergarten year. The results showed that the higher the task motivation and performance in reading the children showed, the more the teachers attributed their success to ability and effort, and the less they attributed it to teachers' help. Teachers' ability and effort attributions for success, in turn, predicted a high level of children's subsequent task motivation in reading. Moreover, teachers seldom attributed high‐achieving children's failure to lack of ability or effort. 相似文献
48.
Higher Education and Graduate Employment in Finland 总被引:2,自引:0,他引:2
49.
George K. Georgiou Riikka HirvonenChen-Huei Liao George ManolitsisRauno Parrila Jari-Erik Nurmi 《Contemporary educational psychology》2011,36(2):130-141
We examined the importance of children’s achievement strategies in different literacy outcomes in three languages varying in orthographic consistency: Chinese, English, and Greek. Eighty Chinese-speaking Taiwanese children, 51 English-speaking Canadian children and 70 Greek children were assessed on measures of phonological awareness, rapid automatized naming, reading fluency, and spelling. The children’s use of a task-focused versus task-avoidant achievement strategy in the classroom context was rated by their teachers. The results indicated that the teacher-rated task-focused behavior was a significant predictor of spelling and to a lesser extent of reading fluency and that its effects were comparable across languages. 相似文献
50.
Marja-Kristiina Lerkkanen Noona Kiuru Eija Pakarinen Jaana Viljaranta Anna-Maija Poikkeus Helena Rasku-Puttonen Martti Siekkinen Jari-Erik Nurmi 《Contemporary educational psychology》2012
This study examined the extent to which teaching practices observed in kindergarten classrooms predict children’s interest in reading and mathematics. The pre-skills in reading and mathematics of 515 children were measured at the beginning of their kindergarten year, and their interest in reading and mathematics were assessed in the following spring. A pair of trained observers used the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004) to observe the teaching practices used by 49 kindergarten teachers. The results revealed that in classrooms in which the teachers placed greater emphasis on child-centered teaching practices than on teacher-directed practices, the children showed more interest in reading and mathematics. 相似文献