Relations from temperamental approach reactivity and effortful control to academic achievement and peer relations in early elementary school |
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| Affiliation: | 1. Department of Psychology, Arizona State University, PO Box 871104, Tempe, AZ 85287-1104, United States;2. T. Denny Sanford School of Social and Family Dynamics, Arizona State University, PO Box 873701, Tempe, AZ 85287-3701, United States;1. Georges Lemaı̂tre Center for Earth and Climate Research, Earth and Life Institute, Université catholique de Louvain, Place Louis Pasteur 3 - Boı̂te L4.03.08, 1348, Louvain-la-Neuve, Belgium;2. Institute of Low Temperature Science (ITLS), Hokkaido University, Sapporo, Hokkaido 060-0819, Japan;1. University of Pittsburgh, Department of Psychiatry, United States;2. University of Pittsburgh, Department of Radiology, United States;3. Northwestern University, Institute for Innovations in Developmental Sciences, United States;4. Northwestern University Feinberg School of Medicine, Department of Medical Social Sciences, United States;1. Rutgers University, Camden, United States;2. Oregon Research Institute, United States;3. University of California, Riverside, United States;1. University of Washington, United States;2. University of Oregon, United States;3. UCLA Semel Institute, United States;1. Osaka Prefecture University, Japan;2. Hiroshima University, Japan;3. Tilburg University, Netherlands |
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| Abstract: | 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. |
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| Keywords: | Temperament Academic achievement Peer relations |
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