Näytä suppeat kuvailutiedot

dc.contributor.authorHirvonen, Riikka
dc.contributor.authorTolvanen, Asko
dc.contributor.authorAunola, Kaisa
dc.contributor.authorNurmi, Jari-Erik
dc.date.accessioned2012-11-22T05:51:24Z
dc.date.available2012-11-22T05:51:24Z
dc.date.issued2012fi
dc.identifier.citationHirvonen, R., Tolvanen, A., Aunola, K., & Nurmi, J.-E. (2012). The developmental dynamics of task-avoidant behavior and math performance in kindergarten and elementary school. <em>Learning and Individual Differences</em>, 22 (6), 715-723. <a href="http://dx.doi.org/10.1016/j.lindif.2012.05.014">doi:10.1016/j.lindif.2012.05.014</a>fi
dc.identifier.otherTUTKAID_52814
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/40402
dc.description.abstractBesides 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.fi
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesLearning and Individual Differences
dc.subject.othermathematicsfi
dc.subject.otheralakoulu
dc.subject.otheresiopetus
dc.subject.othermatematiikka
dc.subject.othermotivaatio
dc.subject.othertehtävien välttely
dc.subject.otherelementary school
dc.subject.otherkindergarten
dc.subject.othermotivation
dc.subject.othertask-avoidant behavior
dc.titleThe developmental dynamics of task-avoidant behavior and math performance in kindergarten and elementary school
dc.typeArticle
dc.identifier.urnURN:NBN:fi:jyu-201211203029
dc.contributor.laitosPsykologian laitos
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologia
dc.type.urihttp://purl.org/eprint/type/SubmittedJournalArticle
dc.identifier.doi10.1016/j.lindif.2012.05.014
dc.date.updated2012-11-20T04:30:03Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange715-723
dc.relation.issn1041-6080
dc.relation.numberinseries6
dc.relation.volume22
dc.type.versionacceptedVersion
dc.rights.copyright© Elsevier. This is an author's post-print version of an article whose final and definitive form has been published by Elsevier.
dc.rights.accesslevelopenAccessfi


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