The development of achievement strategies and academic skills during the first year of primary school

The aim of the study was to investigate whether childrenʹs achievement strategies would predict the development of their reading and mathematical skills during the first school year, or whether it is rather these skills that predict the changes in their achievement strategies. One-hundred and five 6- to 7-year-old children were examined three times during their first year of primary school: in each measurement, their self-reported achievement strategies were assessed, and their reading and mathematical skills were rated by their classroom teacher. Their overall cognitive competence was also measured before entry into school. The results showed that the use of maladaptive achievement strategies hampered the childrenʹs subsequent improvement in reading and mathematical skills. By contrast, childrenʹs skills did not have any impact on their subsequent use of achievement strategies.