Effortful Control and Impulsivity as Concurrent and Longitudinal Predictors of Academic Achievement

Autor/inn/en	Valiente, Carlos; Eisenberg, Nancy; Spinrad, Tracy L.; Haugen, Rg; Thompson, Marilyn S.; Kupfer, Anne
Titel	Effortful Control and Impulsivity as Concurrent and Longitudinal Predictors of Academic Achievement
Quelle	In: Journal of Early Adolescence, 33 (2013) 7, S.946-972 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431613477239
Schlagwörter	Predictor Variables; Academic Achievement; Regression (Statistics); Conceptual Tempo; Personality; Parent Attitudes; Teacher Attitudes; Correlation; Longitudinal Studies; Models; Self Control; Metacognition; Questionnaires; Socioeconomic Status; Multivariate Analysis; Adolescents + Suchen Sie Ihr Suchwort? Prädiktor; Schulleistung; Regression; Regressionsanalyse; Personalität; Elternverhalten; Lehrerverhalten; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Selbstbeherrschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fragebogen; Socio-economic status; Sozioökonomischer Status; Multivariate Analyse; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	The goal of this study was to test if both effortful control (EC) and impulsivity, a reactive index of temperament, uniquely predict adolescents' academic achievement, concurrently and longitudinally (Time 1: "N" = 168, X-bar[subscript age] = 12 years). At Time 1, parents and teachers reported on students' EC and impulsivity. At both time points, spaced 2 years apart, parents and teachers reported on students' achievement. In a concurrent regression, both EC and impulsivity were positively related to achievement. At T1, there was evidence of a nonlinear relation between impulsivity and achievement, and the shape of the quadratic was dependent on if EC was simultaneously considered. Results from a longitudinal analysis demonstrated that although parent-reported impulsivity was generally negatively correlated with achievement, EC, but not impulsivity, was prospectively, uniquely related to achievement. The discussion highlights the value of considering adolescents' EC and impulsivity in models of school success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10