Antrokų ir jų tėvų įsitikinimų apie lietuvių kalbos mokymąsi ryšiai su lietuvių kalbos pasiekimais
Parents’ and Children’s Beliefs About Learning Lithuanian Language and Their Relationships to Lithuanian Language Achievement in Grade 2

Summary/Abstract: Previous studies have shown that as early as elementary school, children’s language skills are determined not only by cognitive factors, but also by their learning motivation. According to Expectancy-Value theory (Eccles et al., 1983), children’s motivation is a function of two motivational beliefs, that is, ability self-concept and subjective values, that are shaped by various social influences, such as their parents’ expectations. The aim of the present study was to evaluate the relationships between Lithuanian language achievement in second grade and students’ and their parents’ beliefs in Lithuanian language, that is, students’ ability beliefs, interest, and parents’ expectations. 536 Grade 2 children (285 boys and 251 girls) as well as 536 of their parents participated in the study. Children’s motivational beliefs about Lithuanian language were measured by Self-Concept of Ability scale (Viljaranta et al., 2016) and Task-Value Scale for Children (TVS-C; Aunola et al., 2006); parents’ expectations were measured by Parental Beliefs scale (Aunola et al., 2002); children’s first and second grade end-of-year marks in Lithuanian language were used as a measure of their Lithuanian language achievement. Results showed that children’s ability beliefs, interest, parents’ expectations, and Grade 2 achievement were positively related to each other. Lithuanian language achievement in Grade 2 was predicted by Grade 1 achievement, parents’ expectations, beliefs about one’s ability, child’s gender, and parents’ education level.

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