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Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.

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Title: Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.
Authors: Georgiou, George K., Hirvonen, Riikka, Manolitsis, George, Nurmi, Jari‐Erik
Source: British Journal of Educational Psychology. Sep2017, Vol. 87 Issue 3, p438-455. 18p.
Subjects: Parent-teacher relationships, Literacy, Reading, Spelling ability, Dictation (Educational method), Learning, Cognitive ability, Structural equation modeling
Abstract: Background Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. Aim The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. Sample One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3. Methods Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour. Results Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls. Conclusions This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.
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  Data: <searchLink fieldCode="AR" term="%22Georgiou%2C+George+K%2E%22">Georgiou, George K.</searchLink><br /><searchLink fieldCode="AR" term="%22Hirvonen%2C+Riikka%22">Hirvonen, Riikka</searchLink><br /><searchLink fieldCode="AR" term="%22Manolitsis%2C+George%22">Manolitsis, George</searchLink><br /><searchLink fieldCode="AR" term="%22Nurmi%2C+Jari‐Erik%22">Nurmi, Jari‐Erik</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Sep2017, Vol. 87 Issue 3, p438-455. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Parent-teacher+relationships%22">Parent-teacher relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling+ability%22">Spelling ability</searchLink><br /><searchLink fieldCode="DE" term="%22Dictation+%28Educational+method%29%22">Dictation (Educational method)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. Aim The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. Sample One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3. Methods Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour. Results Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls. Conclusions This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/bjep.12158
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        Text: English
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      – SubjectFull: Literacy
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      – SubjectFull: Reading
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      – SubjectFull: Spelling ability
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      – SubjectFull: Structural equation modeling
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              M: 09
              Text: Sep2017
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