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ERIC Number: EJ882901
Record Type: Journal
Publication Date: 2010-Jan
Pages: 18
Abstractor: As Provided
Reference Count: 71
ISSN: ISSN-0144-3410
Performance-Approach Goals, Task-Avoidant Behaviour and Conceptual Knowledge as Predictors of First Graders' School Performance
Magi, Katrin; Haidkind, Pille; Kikas, Eve
Educational Psychology, v30 n1 p89-106 Jan 2010
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 performance-approach goal orientation positively predicts children's self-reported task-avoidant 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. (Contains 2 figures and 2 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A