Changes in Children's Agency Beliefs and Control Expectancy in Classes with and without a Special Emphasis in Finland from Grade Four to Grade Six

Autor/inn/en	Koivuhovi, Satu; Vainikainen, Mari-Pauliina; Kalalahti, Mira; Niemivirta, Markku
Titel	Changes in Children's Agency Beliefs and Control Expectancy in Classes with and without a Special Emphasis in Finland from Grade Four to Grade Six
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 3, S.427-442 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kalalahti, Mira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2017.1402364
Schlagwörter	Beliefs; Foreign Countries; Longitudinal Studies; Elementary School Students; Grade 4; Grade 5; Grade 6; Academic Achievement; Outcomes of Education; Student Motivation; Student Attitudes; Peer Groups; Self Concept; Self Control; Change Agents; Attitude Change; Predictor Variables; Finland + Suchen Sie Ihr Suchwort? Belief; Glaube; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Schulleistung; Lernleistung; Schulerfolg; Schulische Motivation; Schülerverhalten; Gleichaltrigengruppe; Peer Group; Selbstkonzept; Selbstbeherrschung; Attitudinal change; Einstellungsänderung; Prädiktor; Finnland
Abstract	This study examined changes in pupils' agency beliefs and control expectancy from grade four to grade six, and whether they were associated with studying in a class with a special emphasis on a subject as compared to studying in a class without emphasis. After controlling for the effects of mother's education, prior school achievement, and gender, we found that the average pattern of change varied for different action-control beliefs, and that class membership did not moderate these changes. Mother's education, pupils' prior school achievement, and gender all predicted class membership, but their effects on action-control beliefs varied depending on the type of belief. Implications for educational policy will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01