Abstracts - Earli

KN3 331 August 2007 12:30 - 13:30Room: HarmóniaInvited PaperLearning and motivation in kindergarten and elementary schoolJari-Erik Nurmi, University of Jyväskylä, FinlandChair:Benő Csapó, University of Szeged, HungaryLearning-related problems are common among children and adolescents. This is an unfortunatesituation because basic academic skills, such as literacy, mathematics, and goal-directed learning,do not only provide a basis for subsequent academic achievement but also for the socialization intosuccessful citizenship within the present information society. Not only does efficient learningconsist of appropriate cognitive processes, it also requires a motivational state that sustains anindividual’s perseverance towards learning tasks. For example, amongst children with a history oflow achievement and learning difficulties, the anticipation of failure in an academic context leadsto a lack of task motivation and the use of task-avoidant strategy. These maladaptive patterns maythen strengthen low achievement and problems in learning. The learning of children and theassociated difficulties occur in a variety of contexts. During the first years of life, family forms themajor environment. When children begin school, teachers and the classroom context begin to playan important role. Although quite some research has been conducted on the role of parents andsome on the role of teachers in children’s learning and motivation, little research has been carriedout on the impact of a child on child-adult interaction. This presentation will focus on three topics:1. Do motivation, and achievement-related beliefs and behaviors impact children’s learning inkindergarten and at elementary school? 2. Do the development of literacy and the development ofmathematical skills show a different pattern over time? 3. To what extent do parents and teachersimpact children’s learning and skill development in kindergarten and at elementary school? Theresults presented come from several cross-lagged longitudinal studies in which children’s learningand motivation is followed several times during each year from kindergarten to the first grades ofelementary school.– 685 –