A1 Journal article (refereed)
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 authors or editors
Publication details
All authors or editors: Eskelä-Haapanen, Sirpa; Pakarinen, Eija; Lerkkanen, Marja-Kristiina
Journal or series: Early Child Development and Care
ISSN: 0300-4430
eISSN: 1476-8275
Publication year: 2023
Publication date: 17/06/2022
Volume: 193
Issue number: 3
Pages range: 305-318
Publisher: Routledge
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1080/03004430.2022.2089132
Publication open access: Openly available
Publication channel open access: Partially open access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/82117
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.
Keywords: children (age groups); lower comprehensive school pupils; school achievements; conceptions; feedback; gender differences; teacher-pupil relationship
Free keywords: beliefs; school performance; feedback; gender differences; teacher’s role
Contributing organizations
Related projects
- The role of teacher stress and wellbeing on the quality of pedagogical interactions
- Lerkkanen, Marja-Kristiina
- Finnish Work Environment Fund
Ministry reporting: Yes
VIRTA submission year: 2023
JUFO rating: 1