Learning-related problems are common among children and adolescents. This is an unfortunate situation because basic academic skills, such as literacy, mathematics, and goal-directed learning, do not only provide a basis for subsequent academic achievement but also for the socialization into successful citizenship within the present information society. Not only does efficient learning consist of appropriate cognitive processes, it also requires a motivational state that sustains an individual’s perseverance towards learning tasks. For example, amongst children with a history of low achievement and learning difficulties, the anticipation of failure in an academic context leads to a lack of task motivation and the use of task-avoidant strategy. These maladaptive patterns may then strengthen low achievement and problems in learning. The learning of children and the associated difficulties occur in a variety of contexts. During the first years of life, family forms the major environment. When children begin school, teachers and the classroom context begin to play an important role. Although quite some research has been conducted on the role of parents and some on the role of teachers in children’s learning and motivation, little research has been carried out on the impact of a child on child-adult interaction. This presentation will focus on three topics: 1. Do motivation, and achievement-related beliefs and behaviors impact children’s learning in kindergarten and at elementary school? 2. Do the development of literacy and the development of mathematical skills show a different pattern over time? 3. To what extent do parents and teachers impact children’s learning and skill development in kindergarten and at elementary school? The results presented come from several cross-lagged longitudinal studies in which children’s learning and motivation is followed several times during each year from kindergarten to the first grades of elementary school.

Learning-related problems are common among children and adolescents. This is an unfortunate situation because basic academic skills, such as literacy, mathematics, and goal-directed learning, do not only provide a basis for subsequent academic achievement but also for the socialization into successful citizenship within the present information society. Not only does efficient learning consist of appropriate cognitive processes, it also requires a motivational state that sustains an individual’s perseverance towards learning tasks. For example, amongst children with a history of low achievement and learning difficulties, the anticipation of failure in an academic context leads to a lack of task motivation and the use of task-avoidant strategy. These maladaptive patterns may then strengthen low achievement and problems in learning. The learning of children and the associated difficulties occur in a variety of contexts. During the first years of life, family forms the major environment. When children begin school, teachers and the classroom context begin to play an important role. Although quite some research has been conducted on the role of parents and some on the role of teachers in children’s learning and motivation, little research has been carried out on the impact of a child on child-adult interaction. This presentation will focus on three topics: 1. Do motivation, and achievement-related beliefs and behaviors impact children’s learning in kindergarten and at elementary school? 2. Do the development of literacy and the development of mathematical skills show a different pattern over time? 3. To what extent do parents and teachers impact children’s learning and skill development in kindergarten and at elementary school? The results presented come from several cross-lagged longitudinal studies in which children’s learning and motivation is followed several times during each year from kindergarten to the first grades of elementary school.

Learning-related problems are common among children and adolescents. This is an unfortunate situation because basic academic skills, such as literacy, mathematics, and goal-directed learning, do not only provide a basis for subsequent academic achievement but also for the socialization into successful citizenship within the present information society. Not only does efficient learning consist of appropriate cognitive processes, it also requires a motivational state that sustains an individual’s perseverance towards learning tasks. For example, amongst children with a history of low achievement and learning difficulties, the anticipation of failure in an academic context leads to a lack of task motivation and the use of task-avoidant strategy. These maladaptive patterns may then strengthen low achievement and problems in learning. The learning of children and the associated difficulties occur in a variety of contexts. During the first years of life, family forms the major environment. When children begin school, teachers and the classroom context begin to play an important role. Although quite some research has been conducted on the role of parents and some on the role of teachers in children’s learning and motivation, little research has been carried out on the impact of a child on child-adult interaction. This presentation will focus on three topics: 1. Do motivation, and achievement-related beliefs and behaviors impact children’s learning in kindergarten and at elementary school? 2. Do the development of literacy and the development of mathematical skills show a different pattern over time? 3. To what extent do parents and teachers impact children’s learning and skill development in kindergarten and at elementary school? The results presented come from several cross-lagged longitudinal studies in which children’s learning and motivation is followed several times during each year from kindergarten to the first grades of elementary school.

Learning-related problems are common among children and adolescents. This is an unfortunate situation because basic academic skills, such as literacy, mathematics, and goal-directed learning, do not only provide a basis for subsequent academic achievement but also for the socialization into successful citizenship within the present information society. Not only does efficient learning consist of appropriate cognitive processes, it also requires a motivational state that sustains an individual’s perseverance towards learning tasks. For example, amongst children with a history of low achievement and learning difficulties, the anticipation of failure in an academic context leads to a lack of task motivation and the use of task-avoidant strategy. These maladaptive patterns may then strengthen low achievement and problems in learning. The learning of children and the associated difficulties occur in a variety of contexts. During the first years of life, family forms the major environment. When children begin school, teachers and the classroom context begin to play an important role. Although quite some research has been conducted on the role of parents and some on the role of teachers in children’s learning and motivation, little research has been carried out on the impact of a child on child-adult interaction. This presentation will focus on three topics: 1. Do motivation, and achievement-related beliefs and behaviors impact children’s learning in kindergarten and at elementary school? 2. Do the development of literacy and the development of mathematical skills show a different pattern over time? 3. To what extent do parents and teachers impact children’s learning and skill development in kindergarten and at elementary school? The results presented come from several cross-lagged longitudinal studies in which children’s learning and motivation is followed several times during each year from kindergarten to the first grades of elementary school.