Child temperament and common problems in schooling: Hypotheses about causal connections

Martin, Roy P.

doi:10.1016/0022-4405(94)90006-x

Cited by 40 publications

(41 citation statements)

References 22 publications

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“…The strong negative association found between the two adaptive temperament dimensions (Adaptive and Approach/Withdrawal) and the underactive ASPI dimensions provides additional construct validity for the ASPI. This finding is supported by research that suggests that children with inhibited or fearful temperament styles are less likely to demonstrate adaptive social and emotional behaviors in early educational settings (Martin, 1994) and demonstrate more withdrawn behaviors in the face of new or challenging situations (Kagan, Snidman, & Arcus, 1998).…”

Section: Discussionmentioning

confidence: 74%

Adjustment scales for preschool intervention: Extending validity and relevance across multiple perspectives

Bulotsky‐Shearer

Fantuzzo

2004

Psychology in the Schools

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A series of studies extended psychometric research on the Adjustment Scales for Preschool Intervention (ASPI). The ASPI is a multidimensional measure of preschool emotional and behavioral adjustment for use within formal early childhood educational programs. These studies used a multiple method, multisource approach to provide additional evidence for the reliability and validity of the ASPI. Findings documented inter-rater reliability of the ASPI across key informants within early childhood educational programs-teachers and teacher assistants. Findings supported concurrent validity of the ASPI with direct observations of preschool classroom adjustment problems and the developmentally salient constructs of temperament and emotion regulation. Implications for policy, practice, and future research are discussed.

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Section: Discussionmentioning

confidence: 74%

Adjustment scales for preschool intervention: Extending validity and relevance across multiple perspectives

Bulotsky‐Shearer

Fantuzzo

2004

Psychology in the Schools

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“…This type of evidence has been previously used to argue that the executive attention network is the neural circuit supporting EC (Rothbart & Rueda, 2005). Several temperamental studies have pointed to the importance of aspects such as persistence, distractibility and activity level to success in school (Martin, 1994;Keogh, 1983). There is also evidence showing that the influence of EC on school competence is not the same at different ages (Maziade, Coté, Boutin, Boudreault, & Thivierge, 1986).…”

Section: Discussionmentioning

confidence: 99%

Behavioral and Brain Measures of Executive Attention and School Competence in Late Childhood

Checa

Rueda

2011

Developmental Neuropsychology

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This study examines the role of executive attention on school competence in early adolescence. Twelve-year-old children (N = 37) performed a combined Flanker-Go/No-Go task while their brain activation was registered using electroencephalogram (EEG). Additionally, measures of children regulation, schooling skills, and academic achievement were obtained. We observed that individual differences in executive attention and Effortful Control predict most dimensions of school competence. Also, individual differences in the amplitude of event-related potentials (ERPs) related to interference suppression predict school achievement and some skills important for school. The results are consistent with the role attributed to executive attention in self-regulation.

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“…Temperament studies consistently mention four temperament dimensions for school-age children: task persistence, activity, withdrawal, and negative reactivity (Lyons- Thomas & McClowry, 2012;McClowry, 1995;Rothbart & Bates, 1998;Martin, Wisenbaker, & Huttenen, 1994;Martin, 1994). Task persistence refers to children's ability to sustain their attention on a task (Rothbart & Bates, 2006).…”

Section: Child Temperamentmentioning

confidence: 99%

The Role of a Temperament Intervention in Kindergarten Children’s Standardized Academic Achievement

Collins¹,

O’Connor²,

McClowry

2017

JETS

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Previous research finds that children experience a range of school readiness challenges (e.g., Chartier, Walker, & Naimark, 2010;Zill, 1999). Such challenges vary by children's gender, temperament, and participation in school-based interventions (e.g., Mullola et al., 2011; Bramlett, Scott, Rowell, 2000). However, the examination of child temperament, gender, and children's participation in school-based, temperament programming has been minimal. This study explores the role of child temperament profiles and child gender on children's standardized academic outcomes following participation in a school-based, temperament intervention. Study participants included 324 kindergarten students attending urban, low-income schools. A multivariate regression analysis explored associations among child temperament profile, gender, and academic performance. Cautious and male kindergarten intervention participants attained higher standardized mathematics and literacy scores than their non-intervention participating counterparts.

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Child temperament and common problems in schooling: Hypotheses about causal connections

Cited by 40 publications

References 22 publications

Adjustment scales for preschool intervention: Extending validity and relevance across multiple perspectives

Adjustment scales for preschool intervention: Extending validity and relevance across multiple perspectives

Behavioral and Brain Measures of Executive Attention and School Competence in Late Childhood

The Role of a Temperament Intervention in Kindergarten Children’s Standardized Academic Achievement

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