Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills
Georgiou, G. K., Hirvonen, R., Manolitsis, G., & Nurmi, J.-E. (2017). Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. British Journal of Educational Psychology, 87(3), 438-455. https://doi.org/10.1111/bjep.12158
Published in
British Journal of Educational PsychologyDate
2017Copyright
© 2017 The British Psychological Society. This is a final draft version of an article whose final and definitive form has been published by Wiley. Published in this repository with the kind permission of the publisher.
Background
Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender.
Aim
The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.
Sample
One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3.
Methods
Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour.
Results
Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls.
Conclusions
This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning.
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Publisher
The British Psychological Society; John Wiley & Sons LtdISSN Search the Publication Forum
0007-0998Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/26961259
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