Identifying Finnish Children's Impulsivity Trajectories from Kindergarten to Grade 4: Associations with Academic and Socioemotional Development

Autor/inn/en	Hirvonen, Riikka; Poikkeus, Anna-Maija; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik
Titel	Identifying Finnish Children's Impulsivity Trajectories from Kindergarten to Grade 4: Associations with Academic and Socioemotional Development
Quelle	In: Early Education and Development, 26 (2015) 5-6, S.615-644 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.1012190
Schlagwörter	Foreign Countries; Kindergarten; Young Children; Grade 1; Grade 2; Grade 3; Grade 4; Elementary School Students; Conceptual Tempo; Measures (Individuals); Motivation; Thinking Skills; Teacher Student Relationship; Social Adjustment; Emotional Adjustment; Reading Achievement; Correlation; Self Control; Student Behavior; Statistical Analysis; Finland; Strengths and Difficulties Questionnaire; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Messdaten; psychologische; Motivation (psychologisch); Denkfähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Anpassung; Emotionale Anpassung; Leseleistung; Korrelation; Selbstbeherrschung; Student behaviour; Schülerverhalten; Statistische Analyse; Finnland
Abstract	Research Findings: The purpose of this study was to identify the developmental trajectories of impulsive behavior among 378 Finnish children who were followed from kindergarten to 4th grade. In addition to ratings of children's impulsivity, the analyses included measures of motivation, cognitive skills, socioemotional adjustment, and teacher-student relationship. Four latent groups were identified that differed in the level and change of the children's impulsive behavior across time: (a) a group with low impulsivity, (b) a group with decreasing impulsivity, (c) a group with moderate impulsivity, and (d) a small group with a contradictory trajectory showing an upward trend in impulsivity. The decreasing group showed compromised behavioral regulation in kindergarten but not thereafter, and it was the poorest performing group in reading. Both the moderate and decreasing groups received negative ratings from their teachers with respect to socioemotional adjustment and relationships with the teacher. The moderate group predominantly included boys, whereas the low impulsivity group had a higher ratio of girls. Practice or Policy: By linking the different trajectories of impulse control development to children's socioemotional adjustment and teacher-student relationships in a meaningful way, the findings highlight the importance of behavioral regulation skills in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01