Task Persistence Mediates the Effect of Children's Literacy Skills on Mothers' Academic Help

Autor/inn/en	Kikas, Eve; Silinskas, Gintautas
Titel	Task Persistence Mediates the Effect of Children's Literacy Skills on Mothers' Academic Help
Quelle	In: Educational Psychology, 36 (2016) 5, S.975-991 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2015.1045836
Schlagwörter	Longitudinal Studies; Literacy; Reading Skills; Persistence; Mothers; Parent Role; Spelling; Elementary School Students; Grade 1; Grade 2; Correlation; Helping Relationship; Predictor Variables; Foreign Countries; Questionnaires; Tests; Coding; Estonia + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Ausdauer; Mother; Mutter; Parental role; Elternrolle; Schreibweise; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Korrelation; Helfende Beziehung; Prädiktor; Ausland; Fragebogen; Examination; Prüfung; Examen; Codierung; Programmierung; Estland
Abstract	This longitudinal study aimed at examining the relationship between children's task persistence, mothers' academic help, and the development of children's literacy skills (reading and spelling) at the beginning of primary school. The participants were 870 children, 682 mothers, and 53 class teachers. Data were collected three times--at the beginning and the end of Grade 1 and at the end of Grade 2. Better literacy skills predicted higher persistence in completing school tasks and, correspondingly, higher persistence was related to better subsequent skills. Also, lower task persistence at the end of Grade 1 corresponded to more frequent academic help from mothers in Grade 2. Moreover, children's literacy skills predicted mother's later academic help via task persistence: the lower the children's literacy skills were, the less task persistence children exhibited, and the more mothers engaged in academic help later on. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01