Impulsivity,intelligence, and academic performance: Testing the interaction hypothesis

Previous research suggests a moderator effect of intelligence on the relationship between impulsivity and academic achievement. However, the interaction hypothesis has not been adequately tested so far. The present study was aimed to analyze the interrelations between impulsivity, intelligence, and academic performance, with special interest in testing the interaction effect between impulsivity and intelligence in the prediction of performance. To that end, 174 university students, aged from 18 to 37 years, were tested. Analyses were carried out at the latent level in order to minimize measurement error and to increase statistical power. The main findings of the study show that: (a) impulsivity was negatively related to both academic performance and intelligence; (b) intelligence was positively related to academic performance; (c) impulsivity and intelligence contributed significantly and independently to predict and explain academic performance; and (d) there was a significant interaction effect between impulsivity and intelligence in predicting academic performance, such that impulsivity was more strongly associated with performance among the more intelligent students than among the less intelligent ones.     

Learning how to help others: Two-year-olds’ social learning of a prosocial act

Engaging in prosocial behaviors (acts that benefit others) is associated with many positive outcomes in children, including the development of positive peer relationships, academic achievement, and good psychological functioning. This study examined the social learning mechanisms toddlers use to acquire prosocial behaviors. This brief report presents a new experimental procedure in which 2-year-olds (28–32 months, N = 30) saw a video of an adult performing a novel prosocial behavior in response to another person’s distress. Children then had the opportunity to imitate and implement the behavior in response to their own parent’s physical distress. Children who saw the video were more likely to perform the novel action and to display non-demonstrated prosocial behaviors relative to (a) children who did not view the video but saw a parent in distress and (b) children who saw the video but witnessed their mother engage in a neutral activity. These results suggest that toddlers imitate and emulate prosocial behaviors for social interaction and that children can apply such behaviors in appropriate situations.     

The role of trait emotional intelligence in academic performance during the university transition: An integrative model of mediation via social support,coping, and adjustment

The authors propose conceptual models linking trait emotional intelligence (TEI) with achievement both directly and indirectly via perceived social support (PSS), engagement coping (EC), and adjustment, in the context of the university transition. The models were tested in a multiwave design with a sample of incoming Australian undergraduates (N = 470). In structural equation analyses, TEI was found to be a direct predictor of higher PSS and the greater use of EC strategies. Further, mediation analyses revealed that TEI was indirectly associated with academic adjustment via EC and psychological adjustment via EC and PSS operating in parallel. TEI was also found to be indirectly associated with achievement via EC and academic adjustment linked serially in a three-path mediated sequence. These direct and indirect relations were robust when controlling for known confounding influences. The empirically supported mediating processes extend the literature by elucidating some of the pathways through which TEI is linked with better adjustment and achievement.     

Dimensions of temperament and depressive symptoms: Replicating a three-way interaction

High negative emotionality (NE), low positive emotionality (PE), and low self-regulatory capacity (i.e., effortful control or EC) are related to depressive symptoms and furthermore, may moderate one another’s relations to such symptoms. Indeed, preliminary evidence suggests they may operate in a three-way interaction (Dinovo & Vasey, 2011), but the replicability of that finding remains unknown. Therefore, we tested this NE × PE × EC interaction in association with depressive symptoms in 5 independent samples. This interaction was significant in 4 of the 5 samples and a combined sample and approached significance in the fifth sample. In contrast, the NE × PE × EC interaction was unrelated to general anxious symptoms and thus may be specific to symptoms of depression. Implications, directions for future research, and limitations are discussed.     

How will things be the next time? Self in the construction of future events among school-aged children

This study examined among school-aged children the role of the self in perceived valence changes from the past to the future. Nine- to 11-year-old children (N = 57) recalled positive and negative personal events of various situations and imagined a future personal event involving the same situation following each recall. Children’s self-knowledge was assessed in terms of self-concepts for past, present, and future selves, and self-evaluations for social and cognitive competences. Children who viewed their future selves more positively and those who evaluated their cognitive competence more positively anticipated greater upward (positive) changes and smaller downward (negative) changes in their future academic performance. Children who evaluated their social competence more positively anticipated greater upward changes in their future peer relations. Furthermore, children who anticipated greater upward changes and smaller downward changes in their personal futures exhibited greater well-being. These findings shed new light on the role of self in mental time travel.     

Studying cross-cultural differences in temperament in toddlerhood: United States of America (US) and Italy

Cross-cultural differences between matched samples (N = 306) of Italian and US toddlers were evaluated. Italian toddlers received higher scores on cuddliness, impulsivity, low intensity pleasure, perceptual sensitivity and positive anticipation, whereas US toddlers were higher on frustration, high-intensity pleasure, inhibitory control, shyness, and soothability.     

School engagement trajectories in adolescence: The role of peer likeability and popularity

This accelerated longitudinal study examined how peer status (i.e., peer likeability and popularity) is involved in adolescents' school engagement trajectories. A large sample of students was followed from Grades 7 to 11 (N = 1116; M_age = 13.79 years). Students' school engagement and peer status were assessed using self-reports and peer nominations, respectively. Latent growth curve modeling revealed that different engagement dimensions were differentially associated with peer status. Likeability was positively related to both behavioral and emotional engagement in Grade 7, but not to behavioral and emotional disaffection. In contrast, popularity was related to less behavioral engagement and more behavioral disaffection at the start of secondary education, but not to emotional engagement and disaffection. Moreover, students' aggressive behavior moderated the relation between popularity and behavioral engagement in Grade 7, denoting the risk of popularity in combination with average and high levels of aggression. Results suggest that adolescents' popularity may interfere with meeting academic demands in general and with showing engagement in particular.     

Epistemic curiosity and self-regulation

Relationships between Interest (I) and Deprivation (D) type epistemic curiosity (EC) and self-regulation were evaluated in two studies. In Study 1 (Italians, N = 151), I-type EC correlated positively with positive outcome-expectancies and risk-taking, but negatively with thinking about negative outcomes. D-type EC correlated positively with emotional restraint, thoughtful evaluation, and concern over negative outcomes and potential risks. In Study 2 (Americans, N = 218; Germans, N = 56), I-type EC correlated positively with behavioral activation, especially fun seeking, whereas D-type correlated negatively with fun seeking. Neither EC scale correlated significantly with behavioral inhibition. These findings suggest that I-type EC corresponds to fun, carefree and optimistic approaches to learning, while D-type EC reflects greater thoughtfulness and caution regarding knowledge-search.     

Early gray-matter and white-matter concentration in infancy predict later language skills: A whole brain voxel-based morphometry study

Magnetic Resonance Imaging (MRI) brain scans were obtained from 19 infants at 7 months. Expressive and receptive language performance was assessed at 12 months. Voxel-based morphometry (VBM) identified brain regions where gray-matter and white-matter concentrations at 7 months correlated significantly with children’s language scores at 12 months. Early gray-matter concentration in the right cerebellum, early white-matter concentration in the right cerebellum, and early white-matter concentration in the left posterior limb of the internal capsule (PLIC)/cerebral peduncle were positively and strongly associated with infants’ receptive language ability at 12 months. Early gray-matter concentration in the right hippocampus was positively and strongly correlated with infants’ expressive language ability at 12 months. Our results suggest that the cerebellum, PLIC/cerebral peduncle, and the hippocampus may be associated with early language development. Potential links between these structural predictors and infants’ linguistic functions are discussed.     

Throwing more light on the dark side of psychopathy: An extension of previous findings for the revised Reinforcement Sensitivity Theory

Despite previous studies of psychopathy and the motivational systems of the Reinforcement Sensitivity Theory (RST) of personality, few have examined psychopathy in light of the revised RST model. In a large sample (N = 779) of young adults, we expand on Hughes, Moore, Morris, and Corr’s (2012) preliminary findings relating primary/secondary psychopathy to revised RST’s three systems: Flight-Flight-Freeze System (FFFS), Behavioral Inhibition System (BIS), and Behavioral Approach System (BAS). Converging results between Hughes et al. and the current study emphasize three major findings: (1) primary psychopathy is negatively related to the BIS as well as the FFFS; (2) primary psychopathy is positively related to goal-driven behavior of the BAS; and, (3) secondary psychopathy is positively related to impulsivity reflected in the BAS. The FFFS was incrementally predictive of primary but not secondary psychopathy. No evidence for a BAS × BIS interaction in psychopathy was found. Results are discussed in terms of future research directions.     

Maternal reflective functioning as a multidimensional construct: Differential associations with children’s temperament and externalizing behavior

Maternal reflective functioning (RF) has been associated with children’s behavioral development. This study examined maternal prenatal and postnatal RF, as measured by the Pregnancy Interview and Parent Development Interview, as multidimensional constructs. It was also examined whether the RF-dimensions were associated with children’s temperament and externalizing behavior, as assessed by several questionnaires. The sample consisted of 123 first-time mothers (M age = 22.85 years, SD = 2.21) and their children (M age = 19.97 months, SD = 0.85, 56% male). Two related but distinct dimensions were found for prenatal RF, termed self-focused and child-focused mentalization. Three dimensions were observed for postnatal RF, termed self-focused, child-focused, and relation-focused mentalization. Results showed that prenatal RF negatively related to reported child physical aggression. Postnatal self-focused RF was positively linked to externalizing behavior and negative emotionality in offspring, while relation-focused RF scores were negatively associated with child physical aggression. Findings show that it is important to also look at the specific RF-dimensions when examining the effects of maternal RF on children’s behavioral development, as differential associations with behavioral outcomes exist. Discussion further focuses on the importance of these findings in prevention and clinical practice, and suggestions are being made to further improve the measurement of maternal RF-dimensions.     

Perfectionism and exam performance: The mediating effect of task-approach goals

Perfectionistic strivings are positively correlated with students’ achievement goals and exam performance. However, so far no study has employed a prospective design investigating whether achievement goals mediate the positive relationship between perfectionistic strivings and exam performance. In the present study, 100 university students completed a measure of self-oriented perfectionism and socially prescribed perfectionism (Hewitt & Flett, 1991) and received a chapter from a textbook to study for 2–4 days. Then they returned to the lab to complete a measure of achievement goals following the 3 × 2 model (Elliot, Murayama, & Pekrun, 2011) and sit a mock exam testing their knowledge of the chapter. Multiple regressions showed that socially prescribed perfectionism negatively predicted exam performance when the overlap with self-oriented perfectionism was controlled for. In contrast, self-oriented perfectionism—a defining indicator of perfectionistic strivings—positively predicted exam performance. Moreover, task-approach goals mediated the positive relationship between self-oriented perfectionism and exam performance. The findings suggest that perfectionistic strivings make students adopt task-approach goals that help them achieve better results on exams.     

Extending hierarchical achievement motivation models: The role of motivational needs for achievement goals and academic performance

In the current study, we investigated the role of three basic motivational needs (need for power, affiliation, achievement) as antecedents of goals within the 2 × 2 achievement goal framework, and examined their combined predictive validity with regard to academic performance in a sample of 120 university students. Structural equation modeling analysis largely supported our postulated model, linking motivational needs indirectly to course grades through goals. Achievement goals were formed by a combination of different motives: need for achievement was a positive predictor of all four achievement goals, and need for affiliation was negatively related to performance-approach and performance-avoidance goals. Additionally, need for power was a positive predictor of performance-avoidance goals. Performance-approach goals had a direct (positive) effect on performance outcomes. In sum, our results integrate basic motivational needs with the achievement goals literature and extend therefore hierarchical achievement motivation models, by showing how basic human motives of achievement, affiliation, and power are related to goal striving motivation and performance outcomes in an academic setting.     

Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance

This study examined self-reliant classroom behaviors during middle childhood as a mechanism through which early language and sustained attention become associated with academic achievement in adolescence. Participants were enrolled in the NICHD Study of Early Child Care and Youth Development (N = 1364). Path analyses revealed that preschool language and sustained attention predicted self-reliant classroom behaviors during middle childhood and that self-reliant classroom behaviors predicted changes in math achievement in adolescence. Self-reliant classroom behaviors mediated the relations of preschool sustained attention and linguistic ability with adolescent math achievement, but not reading achievement. These findings extend research highlighting the importance of self-reliant classroom behaviors for children's academic outcomes.     

Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement

This study examined (a) the potential mediating roles of effortful control and classroom engagement in the association between harsh parenting and adolescent academic achievement, and (b) the potential moderating role of gender. Sixth through eighth graders in rural China (n = 815, mean age = 12.55 years) reported on harsh parenting, effortful control, and classroom engagement. Parents also reported on each other's harsh parenting. Academic achievement was assessed by students' test scores and teacher-rated academic performance. Results of structural equation modeling revealed gender differences in patterns of association among the model variables. Harsh parenting was negatively and directly associated with academic achievement for both boys and girls. It was also negatively and indirectly associated with academic achievement via effortful control and classroom engagement sequentially, forming a common indirect “path” for boys and girls. The indirect negative effect of harsh parenting on boys' academic achievement was mainly realized through the mediator of effortful control, whereas this same indirect effect for girls was mainly realized through the mediator of classroom engagement. Jointly, effortful control and classroom engagement precipitates more indirect effects for boys than for girls in the association between harsh parenting and academic achievement. The discussion analyzes the potential “paths” from harsh parenting to adolescent academic achievement, as well as gender differences in these “paths.” The current study has implications for teachers and parents eager to improve students' classroom engagement and academic achievement.     

Trajectories of self-evaluation bias in primary and secondary school: Parental antecedents and academic consequences

Using a longitudinal approach spanning nine years of children's formal education, this study investigated the developmental trajectories of self-evaluation bias of academic competence. The study also examined how parenting styles were associated with the trajectories of bias in mid-primary school, and how those trajectories predicted academic outcomes at the end of secondary school and the beginning of college. A total of 711 children in 4th and 5th grades (mean age = 10.71 years old; 358 girls) participated in this study. Using a latent class growth modeling framework, results indicated that children can be classified in three latent growth trajectories of self-evaluation bias: the optimistic, realistic and pessimistic trajectories. These trajectories differed in their initial status of bias and also in their development over time. Children's adherence to a specific trajectory was associated with parenting variables in childhood. Finally, the optimistic, realistic, or pessimistic trajectories distinctively predicted achievement and persistence.     

Personality styles in a non-clinical sample: The role of emotion dysregulation and impulsivity

Theories of personality and personality disorders are increasingly considering the centrality of emotion regulation and its dimensions. Impulsivity as well is recognized as a personality trait underlying diverse symptom presentations. Although research in this field has mainly regarded borderline personality disorder, recent studies supported the association of both emotion dysregulation and impulsivity with personality styles across all clusters. In the present study, we sought to extend extant research by investigating the joint contribution of selected difficulties in emotion regulation and impulsivity to traits of four personality styles in a community sample (N = 399, mean age = 37.91, 56.6% males). In particular, we focused on depressive, masochistic, passive-aggressive and sadistic personality styles. Multiple regression analyses showed the unique association of several domains of emotion dysregulation with all personality styles examined. Nonacceptance of emotional response was significantly and positively related with scores of all personality styles. Lack of emotional awareness was also characteristic of different styles. Beyond these similarities, distinct patterns were able to distinguish between externalizing (sadistic and passive-aggressive), and internalizing (depressive and masochistic) traits. Beyond the role of emotion dysregulation, trait impulsivity was also related to masochistic, passive-aggressive, and sadistic traits, independently explaining a significant amount of additional variance.     

Fine motor skill proficiency in typically developing children: On or off the maturation track?

Fine motor skill proficiency is an essential component of numerous daily living activities such as dressing, feeding or playing. Poor fine motor skills can lead to difficulties in academic achievement, increased anxiety and poor self-esteem. Recent findings have shown that children’s gross motor skill proficiency tends to fall below established developmental norms. A question remains: do fine motor skill proficiency levels also fall below developmental norms? The aim of this study was to examine the current level of fine motor skill in Irish children. Children (N = 253) from 2nd, 4th and 6th grades (mean age = 7.12, 9.11 and 11.02 respectively) completed the Fine Motor Composite of the Bruininks Oseretsky Test of Motor Proficiency 2nd Edition (BOT-2). Analysis revealed that only 2nd grade children met the expected level of fine motor skill proficiency. It was also found that despite children’s raw scores improving with age, children’s fine motor skill proficiency was not progressing at the expected rate given by normative data. This leads us to question the role and impact of modern society on fine motor skills development over the past number of decades.     

Development of self-perceived ability in elementary school: the role of parents’ perceptions,teacher evaluations,and intelligence

The present study examined the importance of different sources of information for the development of children's self-perceptions of early school-related ability. In a sample of German elementary school children (N = 595) it was demonstrated that the associations between pupils’ ability self-perceptions on the one hand and parents’ perception of their children's ability, pupils’ intelligence and teacher-rated school achievement on the other increased throughout elementary school. In a second step, commonality analyses were employed in two subsamples (N = 416 and N = 145) to partition variance in children's self-perceptions that was specifically explained by either teacher-rated school achievement or parents’ perceptions, or by both variables. The results support the assumption that the importance of teacher evaluations for children's ability self-perceptions increases while the importance of parents’ perceptions decreases during the early school years.     

Role of parental emotional support in illusion of scholastic incompetence

IntroductionSelf-perceptions of competence are involved in motivational processes explaining that although pupils’ capacities are comparable, their academic achievement differs greatly. In general, pupils with an illusion of scholastic incompetence exhibit a set of negative characteristics concerning their academic functioning.ObjectiveThis article seeks to better understand the links between emotional support from parents and children's under-evaluation of their own scholastic competence.MethodSelf-reports from 626 pupils in Grades 4 and 5 (mean age: 10 years, 8 months) and one of their parents were analysed.ResultsPupils with an illusion of incompetence perceive the emotional support provided by their parents as less available and less unconditional. This difference is not echoed in their parents’ own report of the emotional support they think they give their child. However, parents of children with an illusion of incompetence do report reacting to their children's actions with criticism and disapproval more often than other parents.ConclusionThe quality of parental emotional support as perceived by the children predicts the bias they have when evaluating their own scholastic competence. Their parents’ perception also predicts this bias, albeit more modestly.