The development of achievement strategies and academic skills during the first year of primary school |
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| Institution: | 1. Department of Applied Psychology, University of Helsinki, P.O. Box 13, 00014 Helsinki, Finland;2. Department of Psychology, University of Jyväskylä, P.O. Box 35, 40351 Jyväskylä, Finland;1. Leeds Teaching Hospitals;2. Evidence-Based Practice Research Centre (EPRC), Faculty of Health, Edge Hill University, St Helens Road, Ormskirk L39 4QP;3. Consultant Regional Maxillofacial Unit, University Hospital Aintree, Liverpool L9 1AE, UK;4. St James Institute of Oncology;5. Leeds Dental Institute;1. Institute for Problems in Mechanics, Russian Academy of Sciences, Moscow, Russia;2. Moscow Institute of Physics and Technology, Dolgoprudny, Russia;3. Bauman Moscow State Technical University, Moscow, Russia;4. Odessa State Academy of Civil Engineering and Architecture, Odessa, Ukraine |
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| 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. |
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