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Children’s beliefs concerning their school performance at the end of the first grade in Finland
Early Child Development and Care ( IF 1.206 ) Pub Date : 2022-06-17 , DOI: 10.1080/03004430.2022.2089132
Sirpa Eskelä-Haapanen 1 , Eija Pakarinen 1 , Marja-Kristiina Lerkkanen 1
Affiliation  

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 analyzis and inductive reasoning. The analyzis 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.



中文翻译:

芬兰一年级结束时儿童对学业表现的看法

摘要

本研究调查了小学生在芬兰第一学年结束时对学校表现的信念和他们收到的反馈,以及这些信念之间可能存在的性别差异。一年级的孩子们(N = 544),大约 7 岁,接受了采访。使用问题驱动的内容分析和归纳推理来评估数据。分析揭示了儿童关于学校成功和失败的十类信念。结果表明,超过三分之一的孩子认为他们在学校取得了很好的成绩。提到他们在数学方面取得成功的男孩多于女孩,提到他们在识字方面取得成功的女孩多于男孩。根据访谈,教师很少给出反馈。据报道,当孩子们认为他们表现不佳时,老师给出的反馈甚至更少。因此,应仔细考虑提供反馈的不同模式和提供反馈的方式。

更新日期:2022-06-17
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