The Effect of Temperament on Longitudinal Academic Achievement in Primary School

Maziade, Michel; Côté, Robert; Boutin, Pierrette; Boudreault, Maurice; Thivierge, Jacques

doi:10.1016/s0002-7138(09)60296-x

Cited by 24 publications

(16 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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). Keogh has pointed out that certain temperament characteristics that conform EC, such as perseverance and control over distracting information, gains on importance when the material to be learned is more complex and the school tasks are larger and more difficult (Keogh, 2003).…”

Section: Discussionmentioning

confidence: 99%

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

Checa

Rueda

2011

Developmental Neuropsychology

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionmentioning

confidence: 99%

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

Checa

Rueda

2011

Developmental Neuropsychology

View full text Add to dashboard Cite

show abstract

“…Previously, temperament has been found to be slightly more strongly related to ML than to Maths (Guerin et al, 1994;Martin, 1989;Martin & Holbrook, 1985;Newman, Noel, Chen, & Matsopoulos, 1998;Strelau, 1998). However, opposite findings also exist (Maziade, Cote, Boutin, Boudreault, & Thivierge, 1986;Mullola et al, 2011) as well as findings where teacher-rated temperament has been uniformly related to both subjects (Mullola et al, 2010;Rudasill, Gallagher, & White, 2010;Strelau, 1998). Therefore, further research is needed to investigate the possible differential relationship of temperament with Maths and ML.…”

Section: Subject-related Differences Between Temperament and School Amentioning

confidence: 97%

Associations Between Teacher-Rated Versus Self-Rated Student Temperament and School Achievement

Mullola

Hintsanen

Jokela

et al. 2012

Scandinavian Journal of Educational Research

View full text Add to dashboard Cite

This study examined whether teacher-rated versus self-rated student temperaments are different in relation to the school grades in Maths and Mother language (ML) instruction in a nationally representative sample of Finnish Secondary School students (n = 1,063, mean age 15.1 years). The results indicated that teacher-rated temperament was more strongly associated with students' Maths and ML grades than self-rated temperament. All the teacher-rated temperament traits were associated with school grades, accounting for 38% and 45% of the variance in Maths and ML, respectively. Of the self-rated temperaments, high task orientation and its components, high persistence and low distractibility, were associated with better school grades both in Maths and ML. Low reactivity and low negative emotionality were associated only with better ML grades, whereas high inhibition was associated only with better Maths grades. A temperament-conscious education needs to be taken into account in future teacher training.

show abstract

“…Consequently, the strongest associations with temperament may be seen most clearly in the final school years. Although only few studies have examined this issue, it has been reported that the association between temperament traits and math performance seem to get somewhat stronger with increasing age (Guerin et al, 1994;Maziade, Cote, Boutin, Boudreault, & Thivierge, 1986).…”

Section: Introductionmentioning

confidence: 99%

Associations of temperament traits and mathematics grades in adolescents are dependent on the rater but independent of motivation and cognitive ability

Hintsanen

Alatupa

Jokela

et al. 2012

Learning and Individual Differences

View full text Add to dashboard Cite

The Effect of Temperament on Longitudinal Academic Achievement in Primary School

Cited by 24 publications

References 10 publications

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

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

Associations Between Teacher-Rated Versus Self-Rated Student Temperament and School Achievement

Associations of temperament traits and mathematics grades in adolescents are dependent on the rater but independent of motivation and cognitive ability

Contact Info

Product

Resources

About