31 Citations (Scopus)

Abstract

The goal of this study was to test if both effortful control (EC) and impulsivity, a reactive index of temperament, uniquely predict adolescents' academic achievement, concurrently and longitudinally (Time 1: N = 168, x- age = 12 years). At Time 1, parents and teachers reported on students' EC and impulsivity. At both time points, spaced 2 years apart, parents and teachers reported on students' achievement. In a concurrent regression, both EC and impulsivity were positively related to achievement. At T1, there was evidence of a nonlinear relation between impulsivity and achievement, and the shape of the quadratic was dependent on if EC was simultaneously considered. Results from a longitudinal analysis demonstrated that although parent-reported impulsivity was generally negatively correlated with achievement, EC, but not impulsivity, was prospectively, uniquely related to achievement. The discussion highlights the value of considering adolescents' EC and impulsivity in models of school success.

Original languageEnglish (US)
Pages (from-to)946-972
Number of pages27
JournalJournal of Early Adolescence
Volume33
Issue number7
DOIs
StatePublished - Oct 2013

Fingerprint

Impulsive Behavior
academic achievement
parents
adolescent
Parents
school success
Students
teacher
Temperament
student
regression
evidence
time

Keywords

  • academic achievement
  • effortful control
  • impulsivity
  • longitudinal

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies
  • Sociology and Political Science

Cite this

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abstract = "The goal of this study was to test if both effortful control (EC) and impulsivity, a reactive index of temperament, uniquely predict adolescents' academic achievement, concurrently and longitudinally (Time 1: N = 168, x- age = 12 years). At Time 1, parents and teachers reported on students' EC and impulsivity. At both time points, spaced 2 years apart, parents and teachers reported on students' achievement. In a concurrent regression, both EC and impulsivity were positively related to achievement. At T1, there was evidence of a nonlinear relation between impulsivity and achievement, and the shape of the quadratic was dependent on if EC was simultaneously considered. Results from a longitudinal analysis demonstrated that although parent-reported impulsivity was generally negatively correlated with achievement, EC, but not impulsivity, was prospectively, uniquely related to achievement. The discussion highlights the value of considering adolescents' EC and impulsivity in models of school success.",
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author = "Carlos Valiente and Nancy Eisenberg and Tracy Spinrad and Rg Haugen and Marilyn Thompson and Anne Kupfer",
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T1 - Effortful Control and Impulsivity as Concurrent and Longitudinal Predictors of Academic Achievement

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AU - Eisenberg, Nancy

AU - Spinrad, Tracy

AU - Haugen, Rg

AU - Thompson, Marilyn

AU - Kupfer, Anne

PY - 2013/10

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N2 - The goal of this study was to test if both effortful control (EC) and impulsivity, a reactive index of temperament, uniquely predict adolescents' academic achievement, concurrently and longitudinally (Time 1: N = 168, x- age = 12 years). At Time 1, parents and teachers reported on students' EC and impulsivity. At both time points, spaced 2 years apart, parents and teachers reported on students' achievement. In a concurrent regression, both EC and impulsivity were positively related to achievement. At T1, there was evidence of a nonlinear relation between impulsivity and achievement, and the shape of the quadratic was dependent on if EC was simultaneously considered. Results from a longitudinal analysis demonstrated that although parent-reported impulsivity was generally negatively correlated with achievement, EC, but not impulsivity, was prospectively, uniquely related to achievement. The discussion highlights the value of considering adolescents' EC and impulsivity in models of school success.

AB - The goal of this study was to test if both effortful control (EC) and impulsivity, a reactive index of temperament, uniquely predict adolescents' academic achievement, concurrently and longitudinally (Time 1: N = 168, x- age = 12 years). At Time 1, parents and teachers reported on students' EC and impulsivity. At both time points, spaced 2 years apart, parents and teachers reported on students' achievement. In a concurrent regression, both EC and impulsivity were positively related to achievement. At T1, there was evidence of a nonlinear relation between impulsivity and achievement, and the shape of the quadratic was dependent on if EC was simultaneously considered. Results from a longitudinal analysis demonstrated that although parent-reported impulsivity was generally negatively correlated with achievement, EC, but not impulsivity, was prospectively, uniquely related to achievement. The discussion highlights the value of considering adolescents' EC and impulsivity in models of school success.

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