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Article: Cross-lagged relations between task-avoidant behavior and literacy skills in chinese

TitleCross-lagged relations between task-avoidant behavior and literacy skills in chinese
Authors
KeywordsMotivation
Task avoidance
Spelling
Reading
Chinese
Issue Date2013
Citation
Learning and Individual Differences, 2013, v. 25, p. 73-79 How to Cite?
AbstractWe examined the cross-lagged relations between children's task-avoidant behavior and their performance in reading and spelling in Chinese. Eighty Grade 2 and 103 Grade 4 Mandarin-speaking Taiwanese children were assessed on measures of nonverbal IQ, task value, reading accuracy, fluency, and spelling. A year later, the children were reassessed on the literacy tasks. The teachers also assessed the children's task-avoidant behavior at both testing times. The results indicated that task-avoidant behavior was a significant predictor of spelling and to a lesser extent of reading accuracy, even after controlling for the effects of the previous level of literacy skill, nonverbal IQ, and task value. Cross-lagged relationships were found only in the younger age group and only when spelling was the literacy outcome. These findings suggest that, in the context of Chinese, task-avoidant behavior is an important antecedent of performance in demanding tasks such as spelling. © 2013 Elsevier Inc.
Persistent Identifierhttp://hdl.handle.net/10722/230926
ISSN
2015 Impact Factor: 1.631
2015 SCImago Journal Rankings: 1.057

 

DC FieldValueLanguage
dc.contributor.authorLiao, Chen Huei-
dc.contributor.authorGeorgiou, George K.-
dc.contributor.authorZhang, Xiao-
dc.contributor.authorNurmi, Jari Erik-
dc.date.accessioned2016-09-01T06:07:10Z-
dc.date.available2016-09-01T06:07:10Z-
dc.date.issued2013-
dc.identifier.citationLearning and Individual Differences, 2013, v. 25, p. 73-79-
dc.identifier.issn1041-6080-
dc.identifier.urihttp://hdl.handle.net/10722/230926-
dc.description.abstractWe examined the cross-lagged relations between children's task-avoidant behavior and their performance in reading and spelling in Chinese. Eighty Grade 2 and 103 Grade 4 Mandarin-speaking Taiwanese children were assessed on measures of nonverbal IQ, task value, reading accuracy, fluency, and spelling. A year later, the children were reassessed on the literacy tasks. The teachers also assessed the children's task-avoidant behavior at both testing times. The results indicated that task-avoidant behavior was a significant predictor of spelling and to a lesser extent of reading accuracy, even after controlling for the effects of the previous level of literacy skill, nonverbal IQ, and task value. Cross-lagged relationships were found only in the younger age group and only when spelling was the literacy outcome. These findings suggest that, in the context of Chinese, task-avoidant behavior is an important antecedent of performance in demanding tasks such as spelling. © 2013 Elsevier Inc.-
dc.languageeng-
dc.relation.ispartofLearning and Individual Differences-
dc.subjectMotivation-
dc.subjectTask avoidance-
dc.subjectSpelling-
dc.subjectReading-
dc.subjectChinese-
dc.titleCross-lagged relations between task-avoidant behavior and literacy skills in chinese-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.lindif.2013.02.003-
dc.identifier.scopuseid_2-s2.0-84876880660-
dc.identifier.volume25-
dc.identifier.spage73-
dc.identifier.epage79-
dc.identifier.eissn1744-7682-

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