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.     

Relations from temperamental approach reactivity and effortful control to academic achievement and peer relations in early elementary school

The goal of the current study was to examine relations from temperamental approach reactivity (i.e., impulsivity, frustration, and positive affect) and effortful control (EC; 42 and 54 months) to teachers’ reports of academic achievement and popularity (72 and 84 months). Frustration was positively related to achievement and negatively related to popularity for girls, but unrelated to boys’ outcomes. Interactions suggested that, among children with high EC or emotional approach (frustration or positive emotion), impulsivity positively predicted achievement. Few gender differences in interactions were noted. These results provide insight into the dynamics relations from temperament/personality to children’s academic and social adjustment.     

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.     

The German TEIQue-SF: Factorial structure and relations to agentic and communal traits and mental health

Recent research illuminated the links between Agency, Communion, trait emotional intelligence (TEI), and internalizing mental health difficulties (IMHDs). However, for a more complete picture, unmitigated Agency and Communion have also to be considered. Drawing on a sample of N = 405 female occupational therapists, the present study examined (a) the factorial validity of the German TEI Questionnaire Short Form, (b) the relations of TEI to Agency, Communion, and their unmitigated variants, and (c) a multiple predictor-TEI-IMHDs mediation model. The factor structure suggested by TEI theory fitted approximately to the data. Agency and Communion related positively and both unmitigated traits related negatively to TEI. Indirect effects via TEI on IMHDs emerged for all four traits. The results help to integrate TEI within the Agency–Communion framework and suggest that TEI is an important intervening variable that helps to clarify the links of agentic and communal traits to mental health.     

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.     

Ethnic/cultural identity salience,achievement goals and motivational climate in multicultural physical education classes

ObjectivesThis study investigated the association of ethnic/cultural identity salience with achievement goals and motivational climate in multicultural physical education classes.MethodsQuestionnaires assessing ethnic/cultural identity salience, achievement goals and motivational climate were completed by high school students with Greek (n = 927) and non-Greek (n = 366) ethnic origin. The ethnic/cultural identity salience questionnaire comprised four factors suggesting ethnic belonging, assimilation, feelings of being on the fringe of ethnic identity, and lack of desire to interact with members of other ethnic groups.ResultsMultilevel modeling analyses indicated that task orientation and class learning oriented climate were positively linked with ethnic belonging and assimilation from the larger culture. On the other hand, ego orientation and class performance oriented climates were positively associated with feelings of being on the fringe of ethnic identity, and with lack of desire to interact with members of other ethnic groups.ConclusionsThe present findings encourage the conduct of intervention studies emphasizing task orientation and decreasing ego orientation to promote mutual respect among ethnicities and acculturation from the larger culture.     

Envy mediates the relation between low academic self-esteem and hostile tendencies

In previous research, there has been little discussion about mediators or moderators that affect the negative relation between self-esteem and hostile tendencies. In the current article, we propose a model in which envy mediates that relation in the academic context. Across three studies, with correlational (N₁ = 303), experimental (N₂ = 76), and round-robin designs (N₃ = 330), results revealed that academic self-esteem indirectly influenced hostile tendencies through envy. In Studies 2 and 3, the indirect effect was moderated by the performance context. Results suggest that individuals with low academic self-esteem may exhibit hostile tendencies because of feelings of envy, especially in highly competitive contexts. Findings are discussed with respect to theoretical implications for research on personality and interpersonal perceptions.     

Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences

Multiple group longitudinal cross-lagged panel models were implemented to understand the directional influences between teacher-student closeness and conflict and measured math and reading achievement across elementary grades and gender groups using the National Institute of Child Health and Human Development longitudinal sample (N = 1133). Specifically, after testing multiple group longitudinal measurement invariance to ensure consistent measurement across genders and time, and tests of equivalence of the latent parameters, we were interested in whether longitudinal changes in teacher-rated closeness and conflict explained longitudinal changes in achievement, and vice versa, and whether those longitudinal influences varied by gender. Latent teacher-student closeness decreased for both genders over time (Cohen's d = − 0.15 to − 0.32), but latent conflict increased for males (Cohen's d = 0.16). There was also increased heterogeneity in teacher-student relationship quality for males relative to females. Math and reading achievement had medium reciprocal effects (β = 0.12 to 0.23), and previous math achievement had small to medium effects on subsequent teacher-student closeness (β = 0.08 to 0.11) and conflict (β = − 0.07 to − 0.09). Teacher-student conflict and closeness did not influence subsequent levels of math or reading achievement once previous levels were controlled. Further, these influences were consistent across gender groups despite latent differences in teacher-student closeness and conflict with teachers reporting closer relationships with female students and more conflictual relationships with male students.     

The role of implicit and explicit components of exerciser self-schema in the prediction of exercise behaviour

ObjectivesThis study investigated implicit and explicit components of exerciser self-schema and their role in the prediction of exercise behaviour. In addition, the effect of implicit and explicit exerciser self-schema on intention to exercise was examined. Moderation and mediation effects involving exerciser self-schema, in both its implicit and explicit forms, were investigated.MethodMembers of fitness centres and other regular exercisers (N = 98, n_males = 37, n_females = 65) completed a written questionnaire to measure explicit exerciser self-schema and exercise intentions. An exercise Implicit Association Test (IAT) was also administered to measure implicit exerciser self-schema. Actual exercise occurrence was measured one week and two weeks following the initial testing phase.ResultsCorrelations indicated that implicit and explicit components of exerciser self-schema were related but distinct constructs. Hierarchical regression analysis revealed that high levels of both implicit and explicit exerciser self-schema improved absolute levels of exercise behaviour. Regression analyses examining the possibility that self-schema moderated the intention–behaviour relationship were not significant for implicit or explicit forms of self-schema. Forced entry regression analyses provided evidence for explicit exerciser self-schema being mediated by intention in its relationship with behaviour.ConclusionsIt is beneficial to consider both implicit and explicit exerciser self-schema when attempting to understand and predict exercise behaviour. Both implicit and explicit exercise self-schema have a direct effect on behaviour, although explicit self-schema also indirectly influences behaviour via intention to exercise.     

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.     

Meta-analytic evidence for higher implicit affiliation and intimacy motivation scores in women,compared to men

We used meta-analysis to test for gender differences in implicit needs for affiliation/intimacy, assessed via story-coding methods. We included thirty-three effect sizes from 26 publications and 2 unpublished studies, covering a total of 5962 research participants (58% female). Across studies, women scored higher than men in measures of implicit affiliation motivation (d¹ = 0.45, 95%CI = [0.37; 0.53]). This finding was not moderated by the coding system used, gender congruence of the picture cues presented, or correction for protocol length. Men and women did not differ in their implicit needs for power (N = 2493, k = 15, d¹ = −0.19, 95%CI = [−0.44; 0.05]) or achievement (N = 2235, k = 13, d¹ = 0.14, 95%CI = [−0.03; 0.30]).     

Goal orientations at the global level of generality and in physical education: Their association with self-regulation,affect, beliefs and behaviours

ObjectiveLife skills programs should ensure that their effects generalize across contexts and activities. Three studies are presented examining the construct validity of an instrument assessing global goal orientations in life in conjunction with a measure of goal orientations in physical education. It was also investigated whether the effects of global goal orientations generalize across contexts.MethodParticipants were middle school students (N = 351, N = 580 and N = 658) who completed the two goal orientations instruments, measures of self-regulation, affect and beliefs at the global level of generality and specific to the physical education domain and measures of exercise and academic behaviours.ResultsMulti-sample factor analysis established the factorial validity of the global goal orientations' instrument and the distinctiveness of global goals from achievement goals in physical education. Controlling for social desirability effects, the partial correlations of goal orientations in life with global intrinsic–extrinsic motivation, life satisfaction, pleasant and unpleasant affect in life, purposes of life and perceived purposes of physical education, locomotion and assessment, metacognition in physical education, exercise and academic behaviours, were in the expected direction. In general, global goals made a significant contribution to the explanation of variance of global constructs, while achievement goals in physical education made a unique contribution to the explanation of variance of physical education specific constructs.DiscussionThe results support the construct validity of the instrument assessing global goal orientations in life. They also indicate that global goal orientations are distinct constructs from goal orientations in physical education. The global goal orientations' measure can be particularly useful for practitioners teaching interdisciplinary and life skills.     

Transition and protective agency of early childhood learning behaviors as portents of later school attendance and adjustment

This article reports on the study of differential change trajectories for early childhood learning behaviors as they relate to future classroom adjustment and school attendance. A large sample (N = 2152) of Head Start children was followed through prekindergarten, kindergarten, and 1st grade. Classroom learning behaviors were assessed twice each year by teachers who observed gradual declines in Competence Motivation and Attentional Persistence as children transitioned through schooling. Cross-classified multilevel growth models revealed distinct transitional pathways for future adjustment versus maladjustment and sporadic versus chronic absenteeism. Generalized multilevel logistic modeling and receiver operating characteristic curve analyses showed that teachers' earliest assessments were substantially predictive of eventual good classroom adjustment and school attendance, with increasing accuracy for prediction of future sociobehavioral adjustment as time progressed.     

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.     

Understanding non-work presenteeism: Relationships between emotional intelligence,boredom, procrastination and job stress

Non-work related presenteeism refers to the behaviour of employees who engage in personal activities instead of work-related activities whilst at work. Currently, limited research exists concerning non-work related presenteeism, despite the suggestion that it can financially impact organisations more than absenteeism. The aim of the present study was to examine whether any significant relationships existed between non-work related presenteeism and four theoretically linked psychological variables: emotional intelligence (EI), job stress, boredom, and procrastination. Data was collected via an online questionnaire. A sample of 57 male and 127 female full-time employees across several industries and organisations completed the surveys. As hypothesised, a significant relationship was observed between non-work related presenteeism and EI (r = −0.25), boredom (r = 0.33) and procrastination (r = 0.26). Self-reported levels of job stress, however, were not significantly related to non-work related presenteeism. These results suggest that developing EI and improving job-related engagement may decrease non-work presenteeism.     

Dorian Gray without his portrait: Psychological,social, and physical health costs associated with the Dark Triad

We examined how the Dark Triad (i.e., narcissism, psychopathy, and Machiavellianism) traits—as different social strategies—were associated with various health outcomes. In samples of American undergraduates (N = 1389), Australian high school students (N = 2023), and British undergraduates (N = 280), we examined the physical, social, and psychological costs associated with the Dark Triad traits. Narcissism was linked to few mental and physical ailments, suggesting it may provide a social buffer from negative health outcomes (Studies 1 and 2). Psychopathy (Studies 1 and 2) and Machiavellianism (Study 2) were linked to a number of psychological and physical health conditions. In addition, psychopathy was related to diminished life expectancy, whereas narcissism was related to enhanced life expectancy (Study 3). Our findings provide evidence that each of these personality traits is linked to various psychosocial tradeoffs and different methods of coping with stress and adaptive problems.     

Personality self-concept affects processing of trait adjectives in the self-reference memory paradigm

We combined personality, social cognitive, and cognitive paradigms for researching the self. Specifically, we examined whether personality trait assessments are associated with variation in the cognitive processes that produce the self-reference effect in memory. We found that self-reported, but not indirectly assessed, trait orderliness (Study 1; N = 98) and openness (Study 2; N = 92) were associated with slower free recall when corresponding trait adjectives were self-referenced, but not when adjectives were encoded in control tasks. The slower recall showed mixed predictive validity. Results suggest that personality congruent adjectives elicit more elaborative processing in the form of propositions that arise during self-reference, which counter-intuitively slows recall in a manner consistent with random search memory models and cue overload theory.     

Relationships between coordination,active drag and propelling efficiency in crawl

This study examines the relationships between the index of coordination (IdC) and active drag (D) assuming that at constant average speed, average drag equals average propulsion. The relationship between IdC and propulsive efficiency (e_p) was also investigated at maximal speed. Twenty national swimmers completed two incremental speed tests swimming front crawl with arms only in free condition and using a measurement of active drag system. Each test was composed of eight 25-m bouts from 60% to 100% of maximal intensity whereby each lap was swum at constant speed. Different regression models were tested to analyse IdC–D relationship. Correlation between IdC and e_p was calculated. IdC was linked to D by linear regression (IdC = 0.246 · D − 27.06; R² = 0.88, P < .05); swimmers switched from catch-up to superposition coordination mode at a speed of ∼1.55 m s⁻¹ where average D is ∼110 N. No correlation between IdC and e_p at maximal speed was found. The intra-individual analysis revealed that coordination plays an important role in scaling propulsive forces with higher speed levels such that these are adapted to aquatic resistance. Inter-individual analysis showed that high IdC did not relate to a high e_p suggesting an individual optimization of force and power generation is at play to reach high speeds.     

The relationship between allometry and preferred transition speed in human locomotion

The purpose of this study was to explore the relationships between preferred transition speed (PTS) and anthropometric characteristics, body composition and different human body proportions in males. In a sample of 59 male students, we collected anthropometric and body composition data and determined individual PTS using increment protocol. The relationships between PTS and other variables were determined using Pearson correlation, stepwise linear and hierarchical regression. Body ratios were formed as quotient of two variables whereby at least one significantly correlated to PTS. Circular and transversal (except bitrochanteric diameter) body dimensions did not correlate with PTS. Moderate correlations were found between longitudinal leg dimensions (foot, leg and thigh length) and PTS, while the highest correlation was found for lower leg length (r = .488, p < .01). Two parameters related to body composition showed weak correlation with PTS: body fat mass (r = −.250, p < .05) and amount of lean leg mass scaled to body weight (r = .309, p < .05). Segmental body proportions correlated more significantly with PTS, where thigh/lower leg length ratio showed the highest correlation (r = .521, p < .01). Prediction model with individual variables (lower leg and foot length) have explained just 31% of PTS variability, while model with body proportions showed almost 20% better prediction (R² = .504). These results suggests that longitudinal leg dimensions have moderate influence on PTS and that segmental body proportions significantly more explain PTS than single anthropometric variables.     

Beyond behavior modification: Benefits of social–emotional/self-regulation training for preschoolers with behavior problems

The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; M_age = 5.16 years; 84% Hispanic/Latino background) with at-risk or clinically elevated levels of EBP. During the summer between preschool and kindergarten, children were randomized to receive three newly developed intervention packages. The first and most cost effective intervention package was an 8-week School Readiness Parenting Program (SRPP). Families randomized into the second and third intervention packages received not only the weekly SRPP, but children also attended two different versions of an intensive kindergarten summer readiness class (M-F, 8 a.m.–5 p.m.) that was part of an 8-week summer treatment program for pre-kindergarteners (STP-PreK). One version included the standard behavioral modification system and academic curriculum (STP-PreK) while the other additionally contained social–emotional and self-regulation training (STP-PreK Enhanced). Baseline, post-intervention, and 6-month follow-up data were collected on children's school readiness outcomes including parent, teacher, and objective assessment measures. Analyses using linear mixed models indicated that children's behavioral functioning significantly improved across all groups in a similar magnitude. Children in the STP-PreK Enhanced group, however, experienced greater growth across time in academic achievement, emotion knowledge, emotion regulation, and executive functioning compared to children in the other groups. These findings suggest that while parent training is sufficient to address children's behavioral difficulties, an intensive summer program that goes beyond behavioral modification and academic preparation by targeting socio-emotional and self-regulation skills can have incremental benefits across multiple aspects of school readiness.