Abstract
The aim of the study was to examine whether children's achievement strategies would prospectively predict their improvement in reading and mathematical skills during the 1st school year, or whether it is rather the skills that predict the change in their achievement strategies. One hundred five 6- to 7-year-old children were investigated 3 times during the 1st school year. Each time, their reading and mathematical skills were tested, and their task-avoidant versus task-focused behaviors were rated by their classroom teacher. In addition, their overall cognitive competence was measured before entry into school. The maladaptive strategies children deployed in the classroom and their reading skills formed a cumulative developmental cycle. On the one hand, task-avoidant behaviors decreased subsequent improvement in reading skills, and on the other hand, a low level of reading skills increased subsequent task-avoidant behaviors. Although a low level of mathematical skills increased subsequent task avoidance, the mathematical skills were not influenced by it.
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