Children's Beliefs Concerning Their School Performance at the End of the First Grade in Finland

Autor/inn/en	Eskelä-Haapanen, Sirpa; Pakarinen, Eija; Lerkkanen, Marja-Kristiina
Titel	Children's Beliefs Concerning Their School Performance at the End of the First Grade in Finland
Quelle	In: Early Child Development and Care, 193 (2023) 3, S.305-318 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eskelä-Haapanen, Sirpa) ORCID (Pakarinen, Eija) ORCID (Lerkkanen, Marja-Kristiina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2089132
Schlagwörter	Student Attitudes; Academic Achievement; Elementary School Students; Grade 1; Foreign Countries; Self Concept; Gender Differences; Success; Failure; Mathematics Education; Literacy Education; Feedback (Response); Finland + Suchen Sie Ihr Suchwort? Schülerverhalten; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Selbstkonzept; Geschlechterkonflikt; Erfolg; Mathematische Bildung; Finnland
Abstract	This study examines primary-school children's beliefs about their school performance at the end of their first school year in Finland and feedback that they have received, and furthermore possible gender differences between these beliefs. Children from Grade 1 (N = 544), approximately 7 years old, were interviewed. The data were assessed using problem-driven content analysis and inductive reasoning. The analysis revealed ten categories of children's beliefs regarding their school success and failure. The results showed that more than one-third of the children believed that they were succeeding well at school. More boys than girls mentioned that they succeeded in mathematics, and more girls than boys mentioned that they succeeded in literacy. Based on the interviews, teachers rarely gave feedback. Even less feedback was reportedly given by teachers when the children believed that they were performing poorly. Therefore, different modes of giving feedback and the way feedback is provided should be carefully considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01