Development of learning to learn skills in primary school

Research output: Contribution to journalArticleScientificpeer-review

Abstract

In Finland, schools’ effectiveness in fostering the development of transversal skills, which are prerequisites of lifelong learning, is evaluated through large-scale learning to learn (LTL) assessments. This article presents an overview of the development of LTL by showing with longitudinal data of 608 pupils how the cognitive component of LTL in fourth and sixth grade is related to students’ cognitive competence and reading skills in the beginning of first grade and how they together predict pupils’ complex problem solving (CPS) skills at the end of sixth grade. The development of learning-related motivational beliefs and their relation to the cognitive LTL competences and CPS are also studied. The results show that the development of children’s thinking and problem solving skills are not fully determined by earlier individual differences in cognitive competences. Motivational beliefs begin to play a role in explaining cognitive LTL performance gradually from age 10 on, and they have a slightly stronger effect on CPS, which was measured by computer-based tasks. It is concluded that the Finnish learning to learn model is a valid measure for predicting 12-years-olds’ performance in a complex problem solving situation which is expected to be closer to the demands of their future work life.
Original languageEnglish
JournalInternational Journal of Lifelong Education
Volume34
Issue number4
Pages (from-to)376-392
Number of pages17
ISSN0260-1370
DOIs
Publication statusPublished - 2015
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

Cite this

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title = "Development of learning to learn skills in primary school",
abstract = "In Finland, schools’ effectiveness in fostering the development of transversal skills, which are prerequisites of lifelong learning, is evaluated through large-scale learning to learn (LTL) assessments. This article presents an overview of the development of LTL by showing with longitudinal data of 608 pupils how the cognitive component of LTL in fourth and sixth grade is related to students’ cognitive competence and reading skills in the beginning of first grade and how they together predict pupils’ complex problem solving (CPS) skills at the end of sixth grade. The development of learning-related motivational beliefs and their relation to the cognitive LTL competences and CPS are also studied. The results show that the development of children’s thinking and problem solving skills are not fully determined by earlier individual differences in cognitive competences. Motivational beliefs begin to play a role in explaining cognitive LTL performance gradually from age 10 on, and they have a slightly stronger effect on CPS, which was measured by computer-based tasks. It is concluded that the Finnish learning to learn model is a valid measure for predicting 12-years-olds’ performance in a complex problem solving situation which is expected to be closer to the demands of their future work life.",
keywords = "516 Educational sciences",
author = "Mari-Pauliina Vainikainen and Sascha W{\"u}stenberg and Sirkku Kupiainen and Risto Hotulainen and Jarkko Hautam{\"a}ki",
year = "2015",
doi = "10.1080/02601370.2015.1060025",
language = "English",
volume = "34",
pages = "376--392",
journal = "International Journal of Lifelong Education",
issn = "0260-1370",
publisher = "Routledge",
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}

Development of learning to learn skills in primary school. / Vainikainen, Mari-Pauliina; Wüstenberg, Sascha; Kupiainen, Sirkku; Hotulainen, Risto; Hautamäki, Jarkko.

In: International Journal of Lifelong Education, Vol. 34, No. 4, 2015, p. 376-392.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - Development of learning to learn skills in primary school

AU - Vainikainen, Mari-Pauliina

AU - Wüstenberg, Sascha

AU - Kupiainen, Sirkku

AU - Hotulainen, Risto

AU - Hautamäki, Jarkko

PY - 2015

Y1 - 2015

N2 - In Finland, schools’ effectiveness in fostering the development of transversal skills, which are prerequisites of lifelong learning, is evaluated through large-scale learning to learn (LTL) assessments. This article presents an overview of the development of LTL by showing with longitudinal data of 608 pupils how the cognitive component of LTL in fourth and sixth grade is related to students’ cognitive competence and reading skills in the beginning of first grade and how they together predict pupils’ complex problem solving (CPS) skills at the end of sixth grade. The development of learning-related motivational beliefs and their relation to the cognitive LTL competences and CPS are also studied. The results show that the development of children’s thinking and problem solving skills are not fully determined by earlier individual differences in cognitive competences. Motivational beliefs begin to play a role in explaining cognitive LTL performance gradually from age 10 on, and they have a slightly stronger effect on CPS, which was measured by computer-based tasks. It is concluded that the Finnish learning to learn model is a valid measure for predicting 12-years-olds’ performance in a complex problem solving situation which is expected to be closer to the demands of their future work life.

AB - In Finland, schools’ effectiveness in fostering the development of transversal skills, which are prerequisites of lifelong learning, is evaluated through large-scale learning to learn (LTL) assessments. This article presents an overview of the development of LTL by showing with longitudinal data of 608 pupils how the cognitive component of LTL in fourth and sixth grade is related to students’ cognitive competence and reading skills in the beginning of first grade and how they together predict pupils’ complex problem solving (CPS) skills at the end of sixth grade. The development of learning-related motivational beliefs and their relation to the cognitive LTL competences and CPS are also studied. The results show that the development of children’s thinking and problem solving skills are not fully determined by earlier individual differences in cognitive competences. Motivational beliefs begin to play a role in explaining cognitive LTL performance gradually from age 10 on, and they have a slightly stronger effect on CPS, which was measured by computer-based tasks. It is concluded that the Finnish learning to learn model is a valid measure for predicting 12-years-olds’ performance in a complex problem solving situation which is expected to be closer to the demands of their future work life.

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JO - International Journal of Lifelong Education

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