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[{"key": "dc.contributor.advisor", "value": "Kiuru, Noona", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "Eklund, Kenneth", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "P\u00e4ivinen, Maria", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2016-11-09T08:57:32Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2016-11-09T08:57:32Z", "language": "", "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2016", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1611600", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/51847", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4 tutkimus oli osa TIKAPUU \u2013 alakoulusta yl\u00e4kouluun pitkitt\u00e4istutkimusta, joka alkoi syksyll\u00e4 2014. T\u00e4ss\u00e4 tutkimuksessa haluttiin kartoittaa suomalaisten kuudesluokkalaisten lukivaikeuksien yhteytt\u00e4 lukemisen (a) teht\u00e4v\u00e4kohtaiseen motivaatioon (kiinnostus lukemista kohtaan ja lukemisen t\u00e4rkeys), (b) pystyvyysuskomuksiin ja c) teht\u00e4vien her\u00e4tt\u00e4miin tunteisiin. Tutkittiin my\u00f6s sit\u00e4, d) ovatko lukemisen teht\u00e4v\u00e4kohtainen motivaatio ja pystyvyysuskomukset yhteydess\u00e4 oppilaiden kokemiin tunteisiin. Lis\u00e4ksi tarkasteltiin lukivaikeuksien vaikutusta oppilaiden kokemien tunteiden, lukemisen teht\u00e4v\u00e4kohtaisen motivaation ja lukemisen pystyvyysuskomuksien v\u00e4lisiin yhteyksiin. Otos koostui 128 kuudesluokkalaisesta, jotka jaettiin ryhmiin Ei LV (ei lukivaikeuksia, n=66), Liev\u00e4 LV (lievi\u00e4 lukivaikeuksia, n=31) ja Vakava LV (vakavia lukivaikeuksia, n=31). Oppilaiden lukutaitoa arvioitiin kahdella sanatason lukutaitoa arvioivalla sanaketjutestill\u00e4 sek\u00e4 Salzburgin lauseenlukemistestill\u00e4 syksyll\u00e4 2014. Teht\u00e4v\u00e4kohtaista motivaatiota, pystyvyysuskomuksia ja tunteita tutkittiin reaaliaikaisissa suoriutumistilanteissa, juuri ennen lukemisteht\u00e4v\u00e4n tekemist\u00e4 kev\u00e4\u00e4ll\u00e4 2015. Oppilaiden vastauksia arvioitiin k\u00e4ytt\u00e4en adaptoituja versioita Subject-specific Task Values \u2013mittarista, Ecclesin ja Wigfieldin (1995) ja Spinathin ja Steinmayerin (2008) pystyvyysuskomuksia mittaavista mittareista sek\u00e4 Emotions in Achievement Situations (EAS)-skaalaa. Tulokset osoittivat, ett\u00e4 ryhm\u00e4t erosivat toisistaan teht\u00e4v\u00e4kohtaisessa motivaatiossa sek\u00e4 pystyvyysuskomuksissa, usein siten ett\u00e4 Liev\u00e4 LV \u2013ryhm\u00e4ll\u00e4 oli muita ryhmi\u00e4 negatiivisemmat arviot. Teht\u00e4viin liittyvist\u00e4 tunteista ainoastaan toivottomuuden tunne erosi ryhmien v\u00e4lill\u00e4. Vakava LV \u2013ryhm\u00e4 koki eniten toivottomuutta ja Ei LV \u2013ryhm\u00e4 v\u00e4hiten. Lis\u00e4ksi tulokset osoittivat, ett\u00e4 vain lukemisen t\u00e4rkeyden ja negatiivisten tunteiden v\u00e4linen yhteys muuntui oppilaan lukivaikeuksien vaikutuksesta. Ainoastaan oppilailla, joilla oli vakavia lukemisen vaikeuksia, lukivaikeudet yhdess\u00e4 lukemisen t\u00e4rkeyden kanssa olivat yhteydess\u00e4 heid\u00e4n kokemiinsa negatiivisiin tunteisiin. Lukemisen teht\u00e4viin liittyv\u00e4t tunteet olivat yhteydess\u00e4 my\u00f6s lukemisen kiinnostavuuteen ja pystyvyysuskomuksiin, mutta lukivaikeudet eiv\u00e4t muuntaneet n\u00e4it\u00e4 yhteyksi\u00e4. Tuloksemme osoittavat, ett\u00e4 lukivaikeudet ovat moniasteinen ilmi\u00f6, ja ett\u00e4 niiden vaikeusaste tulisi ottaa huomioon suunniteltaessa oppimisymp\u00e4rist\u00f6j\u00e4, jotka mahdollisimman hyvin palvelisivat ja tukisivat jokaisen oppilaan tarpeita.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "This study was part of the STAIRWAY \u2013 From Primary School to Secondary School longitudinal study that started in 2014. The aim was to examine the association between Finnish sixth grade students\u2019 reading difficulties with their reading-related (a) task values (interest towards reading and perceived importance of reading), (b) competence beliefs, and c) achievement emotions. In addition, the aim was to examine d) the associations of achievement emotions with reading-related task values and competence beliefs and whether reading difficulties moderate these relations. The sample comprised 128 students that were categorized as having no reading difficulties (No RD, n=66), mild reading difficulties (Mild RD, n=31) or severe reading difficulties (Severe RD, n=31). The reading skills of the students were assessed in classroom settings in autumn 2014 using two Word Reading subtests and a short version of Salzburg sentence reading test. The reading-related task values, competence beliefs and achievement emotions were evaluated in real-time achievement situations in spring 2015, right before performing a reading task. Students\u2019 self-ratings of these variables were accessed using an adapted version of the Subject-specific Task Values measure, adapted versions of Eccles and Wigfield (1995) and Spinath and Steinmayer (2008) competence belief scales and the Emotions in Achievement Situations (EAS) scale. The findings indicated differences between the groups in the reading task values and competence beliefs, often so that the Mild RD group differed from the others in their more negative evaluations. In terms of achievement emotions, only hopelessness differed between the groups. The Severe RD group experienced it the most and the No RD group the least. Finally, the results showed that only the association between the perceived importance of reading and the negative achievement emotions was influenced by the reading difficulties of the student. This association was significant only among students with severe reading difficulties. Achievement emotions were linked with interest towards reading and competence beliefs too, but these associations were not different depending on reading difficulties. My findings indicate that reading difficulties are a multilevel phenomenon and their degree of severity should be taken into consideration in the learning context, providing all students as appropriate and supportive an environment as possible.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Maria P\u00e4ivinen (maanelpa) on 2016-11-09 08:57:31.425218. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). JyX data: [jyx_publishing-allowed (fi) =True]", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by jyx lomake-julkaisija (jyx-julkaisija.group@korppi.jyu.fi) on 2016-11-09T08:57:31Z\r\nNo. of bitstreams: 2\r\nURN:NBN:fi:jyu-201611094598.pdf: 454575 bytes, checksum: a648e17a57c03295b8e6cdea5cb9d354 (MD5)\r\nlicense.html: 4899 bytes, checksum: 52eb5613a13794647b601c17fb12ee5b (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2016-11-09T08:57:32Z (GMT). No. of bitstreams: 2\r\nURN:NBN:fi:jyu-201611094598.pdf: 454575 bytes, checksum: a648e17a57c03295b8e6cdea5cb9d354 (MD5)\r\nlicense.html: 4899 bytes, checksum: 52eb5613a13794647b601c17fb12ee5b (MD5)\r\n Previous issue date: 2016", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "1 verkkoaineisto (38 sivua)", "language": null, "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "eng", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "pystyvyysuskomukset", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Associations of early adolescents' reading difficulties with their reading-related task values, competence beliefs and achievement emotions", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-201611094598", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Yhteiskuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Social Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Psykologian laitos", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Department of Psychology", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Psykologia", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Psychology", "language": "en", "element": 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