Session Information
27 SES 06 A, Motivation and Learning: Task Motivation, Motivational Strategies, Beliefs, and Goals Contributing to Learning Outcomes in Preschool and School Contexts
Symposium
Contribution
The study examined teacher reported task-avoidant behaviour of 343 children assessed longitudinally in the 1st and 2nd grade, and the role that child related factors (academic pre-skills, gender) and observed teaching practices have on them. Classrooms (n = 33) were observed in the end of the first grade with the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2005) providing measures of child-centered, teacher-directed, and child-dominated teaching practices. The analyses using multilevel modelling showed that the mean level of teacher reported task-avoidant behaviours varied significantly both at the classroom and individual level in the end of the second grade. The findings indicated that teachers using a higher extent of child-centered practices reported more task-avoidant behaviours in their classrooms than other teachers. This could indicate their better awareness of the behaviour of individual children. In addition, higher task-avoidance was reported for boys than girls and for children with lower academic pre-skills.
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