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1.
Associations between teacher-perceived temperament, educational competence (EC), and school grades in mother language (ML) and mathematics (Math) were assessed in 3212 students (1619 girls) in Secondary School (aged 13–19) taken from a nationally representative Finnish sample. Temperament was assessed with scales from the TABC-R and DOTS-R batteries. EC consists of cognitive ability, motivation, and maturity. Activity, persistence, distractibility, inhibition, and negative emotionality were significantly associated with both ML and Math grades. EC turned out to mediate the relationship between temperament and school performance and moderated the relationship of activity to Math. The findings show a high association between teacher-rated temperament and school performance and indicate a strong “halo effect” between temperament, EC, and school grades.  相似文献   

2.
The current study examines associations between self- and teacher-rated temperament traits (activity, inhibition, negative emotionality, persistence, distractibility, and mood) and mathematics grades. The sample includes 310 ninth grade students (mean age 15.0) from several schools in Finland. Analyses were conducted with multilevel modeling. Except for mood, all temperament traits were associated with math grades independent of motivation and standardized cognitive ability test performance (intelligence). However, some relations were found only for teacher-reports and some only for student-reports. The rater dependent differences are of interest and emphasize a need for data from multiple raters before drawing conclusions on how temperament relates to school grades. The results suggest that temperament should be taken into account in schooling and in teacher education.  相似文献   

3.
Ecological approaches to preschool assessment, which consider both within‐child and environmental variables, are considered best practice for school psychologists. This study employs such a model to investigate the interactive influence of child temperament and student–teacher relationship quality on peer play behaviors. Parents of 44 preschool children (25 girls, 19 boys) ranging in age from 40 to 68 months (mean [M] = 53.00) and primarily White (92.9%) provided ratings of their children's temperaments on the Behavioral Style Questionnaire. Their teachers completed the Student–Teacher Relationship Scale and the Penn Interactive Peer Play Scale. Results indicate that (a) student–teacher relationships characterized by low conflict and low dependence are associated with less disruptive peer play, and (b) the association between temperament and disruptive play is attenuated in low conflict student–teacher relationships. Implications for school psychologists include the importance of student–teacher relationships in the context of preschool assessment and intervention planning. © 2009 Wiley Periodicals, Inc.  相似文献   

4.
Objective. Children vary in how sensitive they are to environmental influences. Child temperament is an individual difference factor that appears to moderate the impact of environment on early child development. This study contrasts the “diathesis-stress/dual risk” and “differential susceptibility” models in examining difficult temperament as a moderator of the relation between preschool parenting and school-aged child persistence. Design. A longitudinal design included 61 typically developing Portuguese children (31 girls) assessed when they were toddlers (Time 1 at 1–3 years), preschoolers (Time 2 at 4–6 years), and school aged (Time 3 at 8–10 years). At Time 1, parents were recruited and interviewed. At Time 2, semi-structured mother–child interactions were observed, and preschool teachers rated children’s temperament. At Time 3, children’s task persistence was rated by their elementary teachers. Results. Difficult temperament moderated the association between mother–child interactions and child persistence, with stronger associations for children with more difficult temperaments. Conclusions. Consistent with the diathesis-stress model, results reveal that high levels of positive parenting reduce the risk of low self-regulation associated with difficult temperament.  相似文献   

5.
This article discusses the development and validation of a measure of adolescent students' perceived belonging or psychological membership in the school environment. An initial set of items was administered to early adolescent students in one suburban middle school (N = 454) and two multi-ethnic urban junior high schools (N = 301). Items with low variability and items detracting from scale reliability were dropped, resulting in a final 18-item Psychological Sense of School Membership (PSSM) scale, which had good internal consistency reliability with both urban and suburban students and in both English and Spanish versions. Significant findings of several hypothesized subgroup differences in psychological school membership supported scale construct validity. The quality of psychological membership in school was found to be substantially correlated with self-reported school motivation, and to a lesser degree with grades and with teacher-rated effort in the cross-sectional scale development studies and in a subsequent longitudinal project. Implications for research and for educational practice, especially with at-risk students, are discussed.  相似文献   

6.
Child temperament was examined as a moderator of the link between family conflict and child behavior problems. Temperament assessed in early childhood was used to predict the relation between family conflict and externalizing behavior problems measured during the early elementary school years. For children with difficult temperament, a strong association between subsequent family conflict and behavioral adjustment was predicted; for children with easy or intermediate temperaments, low to moderate associations were predicted. These hypotheses were tested across 3 temperament groups (easy, intermediate, and difficult). Data were collected from 108 children and families participating in the Fullerton Longitudinal Study at ages 3 through 10 years. Consistent with the hypotheses, the data provided support for the moderating role of temperament in predicting the association between family conflict and child externalizing behavior problems. These findings suggest that temperamental difficultness operates as a vulnerability factor with respect to the development of children's behavior problems in families with high conflict.  相似文献   

7.
OBJECTIVE: This multi-method study of 102 mothers, fathers, and children examined children's difficult temperament as a moderator of the links between parental personality and future parenting. METHODS: Parents described themselves on the Big Five traits and Optimism. Children's difficult temperament was observed at 25 and 38 months in paradigms that assessed proneness to anger. Each parent's responsive, affectively positive parenting was observed in lengthy naturalistic interactions at 67 months. RESULTS: Regardless of child temperament, for mothers, low Neuroticism, and for fathers, high Extraversion predicted more positive parenting. For difficult, anger-prone children, mothers' low and high Optimism and fathers' low and high Openness were associated, respectively, with less or more positive parenting. CONCLUSIONS: Challenges due to children's difficult temperaments appear to amplify links between parental personality traits and parenting.  相似文献   

8.
We examined associations of teacher-perceived student temperament and educational competence with school achievement, and how these associations were modified by students’ gender and teachers’ gender and age. Participants were 1063 Finnish ninth-graders (534 boys) and their 29 Mother Language teachers (all female) and 43 Mathematics teachers (17 male) from a population-based sample. All temperament and educational competence traits were associated with both grades, but more clearly with Mathematics. Boys received systematically lower Mother Language grades but higher Mathematics grades than girls. Teacher gender had no effect on school grades, while teacher age had an effect only on Mother Language.  相似文献   

9.
Abstract

The relationship between some selected attitudes toward study hall and the criterion of self-reported grades was investigated in a sample of 981 boys and 1019 girls, representative of the national population of high school students. Less time spent in study hall and more time spent doing homework outside of school were associated with better grades. Moderate amounts of time spent doing homework at school tended to be associated with better grades. Unfavorable attitudes and perceived unfavorable attitudes toward study hall were associated with better grades. Preference for serious studying at home was associated with reports of better grades. It was concluded that the better students did more homework; but study hall was neither the time nor the place of their choosing.  相似文献   

10.
A differential susceptibility hypothesis proposes that children may differ in the degree to which parenting qualities affect aspects of child development. Infants with difficult temperaments may be more susceptible to the effects of parenting than infants with less difficult temperaments. Using latent change curve analyses to analyze data from the National Institute of Child Health and Human Development Study of Early Child Care, the current study found that temperament moderated associations between maternal parenting styles during early childhood and children's first-grade academic competence, social skills, and relationships with teachers and peers. Relations between parenting and first-grade outcomes were stronger for difficult than for less difficult infants. Infants with difficult temperaments had better adjustment than less difficult infants when parenting quality was high and poorer adjustment when parenting quality was lower.  相似文献   

11.
Despite an extensive history underscoring the role of social processes and child contributions to the development of executive functions (C. Lewis & J. Carpendale, 2009; L. S. Vygotsky, 1987), research on these relations is sparse. To address this gap, 68 mother-child dyads were examined to determine whether maternal attention-directing behaviors (attention maintaining, attention redirection) and toddlers' temperament predicted executive processes during preschool (mean age = 4.5 years, SD = 0.46)-delay and conflict inhibition. Maternal attention maintaining was associated with high levels of conflict inhibition for inhibited and exuberant children, whereas attention redirection was associated with low levels of delay and conflict inhibition for inhibited children. Therefore, maternal attention-directing behaviors may enhance the development of executive functions but only for children with inhibited and exuberant temperaments.  相似文献   

12.
Research Findings: This study is an examination of (a) links between preschool children’s temperament (effortful control, shyness, and anger) and teacher–child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher–child conflict. Children (N = 104) were enrolled in 23 classrooms in 9 preschools in a midwestern city. Teachers provided ratings of children’s temperament and parents reported demographic information in the fall of the school year, classrooms were observed in the winter to assess instructional and emotional support, and teachers rated conflict with children in the spring. Multilevel models were estimated, and 3 main findings emerged. First, children’s effortful control was negatively associated with their level of conflict with teachers. Second, children’s effortful control was negatively related to teacher–child conflict in classrooms with low emotional support but unrelated to conflict in classrooms with high emotional support. Third, children’s effortful control was negatively related to conflict in classrooms with high instructional support but unrelated to conflict in classrooms with low instructional support. Practice or Policy: Findings highlight the importance of considering the interplay of children’s effortful control and preschool classroom instructional and emotional support in the development of early teacher–child conflict.  相似文献   

13.
The study compared preferred homework styles of Chinese students-who were characterized by (a) high vs low self-perceived homework achievement and attitude; (b) high vs low teacher-rated homework completion and quality; and (c) high vs low academic achievement in mathematics-and examined gender differences of homework styles in these students. The participants were 329 5th graders (172 boys and 157 girls) and 244 7th graders (130 boys and 114 girls). More distinguishing homework style elements were found with the self-perceived homework achievement and attitude levels than in the teacher-rated achievement levels. Neither gender differences nor gender-achievement interaction effects were indicated. As expected, the motivational elements distinguished the high/low levels of all types of achievement and attitude towards homework. While high teacher-rated achievement was more closely associated with high scores of the teacher-motivated element, the self-perception of work accomplishment at home was more positive in those students who were highly motivated by parents as well as teachers. A number of environmental and organisational elements also distinguished the high from low achievers. The importance of the teacher and parent role in student achievement was discussed.  相似文献   

14.
In this study we sought to determine whether sibling temperaments moderated the associations of parent-child relationship quality and family problem-solving behavior with sibling relationship quality. Observational assessments of mother-child and father-child relationship quality, family problem-solving behavior, and sibling relationship quality were obtained from the families of 49 pairs of brothers and 46 pairs of sisters. Mean ages were 10-2 for older siblings and 7-6 for younger siblings. Parent-reported child temperament assessments were also obtained. The links among mother–older child relationship quality, father–older child relationship quality, and sibling relationship quality were moderated by the older sibling's temperament. The younger and older siblings' temperaments moderated the associations between the quality of the father–younger sibling and sibling relationships. The association between family problem-solving behavior and sibling relationship quality was not moderated by sibling temperaments.  相似文献   

15.
This study sought to (a) replicate infant temperament profiles from predominantly White samples in a sample of low-income, predominantly first-generation Mexican-American families, (b) investigate associations between infant temperament profiles and toddler behavioral and physiological regulation, and (c) explore whether mothers’ cultural orientation would moderate those associations. Mothers and infants (n = 322; 46% male) were assessed during pregnancy and at infant ages 9, 12, and 24 months. Latent profile analysis yielded three temperament profiles that were consistent with those from extant research. Compared to the high positive affect, well-regulated profile, the negative reactive, low regulated profile was associated with poorer behavioral and parasympathetic (i.e., respiratory sinus arrhythmia) regulation, but associations depended on mothers’ Mexican and Anglo cultural orientation.  相似文献   

16.
This study examines whether 3 teacher-rated aspects of school effectiveness differ across school segregation profiles in Stockholm, and to what extent these indicators are associated with the academic achievement of 9th-grade students. Analyses were based on 2 cross-sectional data collections performed in 2014 and 2016, respectively (147 school units), one among teachers (n = 2,024) and the other among 9th-grade students (n = 9,151). Multilevel analysis was applied, estimating 2-level random intercept linear regression models. Results show that teachers’ ratings of school leadership, teacher cooperation, and school ethos, as well as student-reported marks differ across school segregation profiles. Findings further reveal significant associations between these school effectiveness indicators and student performance, even when taking student family background and the school’s student body composition into consideration. In part, these associations are also identified within segregation profiles. Moreover, results show that school ethos acts as a mediator between school segregation profile and student achievement.  相似文献   

17.
The present study examines high school students with a prior history of grade retention (N = 38) compared to a matched control group of nonretained students. The retained students were lower on a number of scholastic variables (i.e., achievement, intelligence, grades), more often absent from school, and lower on three subscales of a self-esteem measure (the Self-Perception Profile for Adolescents). The authors explored the correlates of grade retained with the measured variables and found that the later a student was retained was associated with lower grades, less-positive school attitudes, less time on homework, lower educational expectations, more discipline problems, lower self-control, and a more external locus of control.  相似文献   

18.
This study used the FACES 2009 dataset to examine the possibility of an indirect effect of classroom quality on academic school readiness through teacher-rated approaches to learning in a large nationally representative sample of children served by Head Start. Research indings: Classroom quality did not directly predict gains in academic school readiness across the Head Start school year (β = -0.009, p = .844). However, classroom quality did predict gains in teacher-rated approaches to learning (β = 0.151, p = .040), which in turn predicted gains in academic school readiness (β = 0.105, p < .001), and there was a significant indirect effect of classroom quality on academic school readiness through approaches to learning (β = 0.016, p = .049). Although associations were generally small, this pattern of results suggests that approaches to learning may facilitate the relationships between classroom quality and academic school readiness. Practice or Policy: Educators should make targeted efforts to boost children’s approaches to learning as it may represent an important lever for academic success. In a society increasingly focused on high-stakes testing, we must not lose sight of the importance of domain-general skills that can help children achieve school and life success.  相似文献   

19.
Grades at US colleges and universities have increased precipitously over the last 50 years, suggesting that their signalling power has become attenuated. Moreover, average grades have risen disproportionately in some departments, implying that weak students in departments with high grades may obtain better class ranks than strong students in departments with low grades. Using a unique data set, we show that Colby College has experienced both trends and that variation in student ability does not fully explain variation in grades awarded in different departments. We then propose a simple alternative measure of calculating class ranks based on z-scores, and demonstrate that this relative measure of rank mitigates the bonus (penalty) associated with taking courses in departments with high (low) grading distributions.  相似文献   

20.
This 2-year longitudinal study examined relations between enjoyment of learning in Chinese and mathematics, two major subjects in Chinese schools, and indexes of school performance. The participants included 1041 students (501 boys) initially in third, fifth, and seventh grades (mean age = 10.49 years) in China. Data on enjoyment of Chinese and mathematics were collected from students' self-reports and data on school performance were collected from multiple sources in 2017 and 2019. The results showed that enjoyment of mathematics positively predicted later academic achievement, self-perceptions of academic competence, teacher-rated school competence, and peer-assessed leadership-social competence. Enjoyment of Chinese negatively predicted later mathematics achievement and self-perceptions of academic competence and nonsignificantly predicted other school performance variables. The results were discussed in Chinese context.  相似文献   

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