A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Children’s beliefs concerning their school performance at the end of the first grade in Finland (2023)

Eskelä-Haapanen, S., Pakarinen, E., & Lerkkanen, M.-K. (2023). Children’s beliefs concerning their school performance at the end of the first grade in Finland. Early Child Development and Care, 193(3), 305-318. https://doi.org/10.1080/03004430.2022.2089132

JYU-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Eskelä-Haapanen, Sirpa; Pakarinen, Eija; Lerkkanen, Marja-Kristiina

Lehti tai sarja: Early Child Development and Care

ISSN: 0300-4430

eISSN: 1476-8275

Julkaisuvuosi: 2023

Ilmestymispäivä: 17.06.2022

Volyymi: 193

Lehden numero: 3

Artikkelin sivunumerot: 305-318

Kustantaja: Routledge

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1080/03004430.2022.2089132

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/82117

Tiivistelmä

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.

YSO-asiasanat: lapset (ikäryhmät); alakoululaiset; koulusaavutukset; käsitykset; palaute; sukupuolierot; opettaja-oppilassuhde

Vapaat asiasanat: beliefs; school performance; feedback; gender differences; teacher’s role

Liittyvät organisaatiot

Hankkeet, joissa julkaisu on tehty

OKM-raportointi: Kyllä

Raportointivuosi: 2022

Alustava JUFO-taso: 1