Temperamental attention and activity, classroom emotional support, and academic achievement in third grade

Research output: Contribution to journalArticle

66 Citations (Scopus)

Abstract

The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the relationship between temperament (attention and activity level) and academic achievement. Regression analyses indicated that children's attention and activity level were associated with children's third grade reading and mathematics achievement, and classroom emotional support was associated with children's third grade reading and mathematics achievement. In addition, classroom emotional support moderated the relation between children's attention and reading and mathematics achievement, such that attention mattered most for reading and mathematics achievement for children in classrooms with lower emotional support. Findings point to the importance of understanding how children's temperament and classroom emotional support may work together to promote or inhibit children's academic achievement.

Original languageEnglish (US)
Pages (from-to)113-134
Number of pages22
JournalJournal of School Psychology
Volume48
Issue number2
DOIs
StatePublished - Apr 1 2010

Fingerprint

academic achievement
school grade
classroom
Mathematics
Reading
mathematics
Temperament
Regression Analysis
regression

Keywords

  • Academic achievement
  • Activity level
  • Attention
  • Classroom environment
  • Temperament

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

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abstract = "The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the relationship between temperament (attention and activity level) and academic achievement. Regression analyses indicated that children's attention and activity level were associated with children's third grade reading and mathematics achievement, and classroom emotional support was associated with children's third grade reading and mathematics achievement. In addition, classroom emotional support moderated the relation between children's attention and reading and mathematics achievement, such that attention mattered most for reading and mathematics achievement for children in classrooms with lower emotional support. Findings point to the importance of understanding how children's temperament and classroom emotional support may work together to promote or inhibit children's academic achievement.",
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