Off on the Wrong Foot: Task Avoidance at the Outset of Primary School Anticipates Academic Difficulties and Declining Peer Acceptance

Autor/inn/en	Laursen, Brett; Richmond, Ashley; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija
Titel	Off on the Wrong Foot: Task Avoidance at the Outset of Primary School Anticipates Academic Difficulties and Declining Peer Acceptance
Quelle	In: European Journal of Developmental Psychology, 19 (2022) 4, S.601-615 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laursen, Brett) ORCID (Lerkkanen, Marja-Kristiina) ORCID (Poikkeus, Anna-Maija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-5629
DOI	10.1080/17405629.2021.1936491
Schlagwörter	Foreign Countries; Grade 1; Grade 2; Grade 3; Grade 4; Elementary School Students; Student Behavior; Peer Acceptance; Student Interests; Student Motivation; Predictor Variables; Mathematics Achievement; Reading Achievement; Student Characteristics; Behavior Problems; Emotional Problems; Friendship; School Readiness; Finland; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Student behaviour; Schülerverhalten; Studieninteresse; Schulische Motivation; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Freundschaft; Readiness for school; School ability; Schulreife; Finnland
Abstract	The present study examined the academic antecedents of declining peer social status. Participants included 545 (311 boys, 234 girls) Finnish students followed from the 1st through the 4th grade (ages 6-8 at outset). Each year, teachers completed assessments of academic task avoidance and students completed standardized measures of reading and math achievement. Acceptance was assayed through peer nominations. Supporting the hypothesized model, the results indicated that a lack of interest and motivation at the outset of primary school leads to a downward spiral of academic difficulties and diminished peer acceptance. Specifically, academic task avoidance in 1st and 2nd grade anticipated declining math and reading achievement one year later, which in turn, anticipated decreases in peer acceptance the following year. The findings held after controlling for factors known to contribute to school and peer difficulties, such as friendlessness, school readiness, and emotional and behavioural problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01