Developmental profiles of task-avoidant behaviour and reading skills in Grades 1 and 2

被引：9

作者：

Maegi, Katrin ^{[1
]}

Torppa, Minna ^{[3
]}

Lerkkanen, Marja-Kristiina ^{[2
]}

Poikkeus, Anna-Maija ^{[2
]}

Rasku-Puttonen, Helena ^{[2
]}

Nurmi, Jari-Erik ^{[3
]}

机构：

[1] Univ Tartu, Inst Psychol, EE-50410 Tartu, Estonia

[2] Univ Jyvaskyla, Dept Teacher Educ, SF-40351 Jyvaskyla, Finland

[3] Univ Jyvaskyla, Dept Psychol, SF-40351 Jyvaskyla, Finland

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2013年 / 23卷

基金：

芬兰科学院;

关键词：

Task-avoidance; Reading skills; Latent profile analyses; Primary grades; SOCIAL COMPETENCE; ACHIEVEMENT STRATEGIES; CHILDRENS ACHIEVEMENT; EMERGENT LITERACY; PARENTS EDUCATION; RISK-FACTORS; STUDENTS USE; SCHOOL; PREDICTORS; PRESCHOOL;

D O I：

10.1016/j.lindif.2012.09.011

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

A latent profile analysis approach was used to examine the developmental profiles of task-avoidant behaviour and reading skills in Grades 1 and 2, as well as their antecedents in kindergarten. The participants in this study were 448 children. Four different developmental profiles of task-avoidant behaviour and reading skills were identified. Our results showed that task-avoidant behaviour and reading problems do not coincide for all children. Parents' educational level differentiated between the profile groups. Comparisons of kindergarten skills between the groups showed that social competence skills in kindergarten helped to differentiate between the profile groups with varying levels of task-avoidance, whereas pre-reading skills predicted reading fluency. The heterogeneity of developmental profiles of task-avoidant behaviour and reading skills should be taken into account in future studies examining the relationship between these variables. (C) 2012 Elsevier Inc. All rights reserved.

引用

页码：22 / 31

页数：10

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