Prediction of Kindergartners' Academic Achievement From Their Effortful Control and Emotionality: Evidence for Direct and Moderated Relations

Research output: Contribution to journalArticle

84 Citations (Scopus)

Abstract

The relations between effortful control, emotionality (anger, sadness, and shyness), and academic achievement were examined in a short-term longitudinal study of 291 kindergartners. Teachers and parents reported on students' effortful control and emotionality. Students completed the Continuous Performance Task and the Letter-Word, Passage Comprehension, and Applied Problems subtests of the Woodcock-Johnson tests of achievement. Effortful control was positively related to achievement. Parent- and teacher-reported anger and teacher-reported sadness and shyness were negatively related to achievement, but many of the main effects were qualified by interactions with effortful control. At low levels of anger or sadness, students high in effortful control performed best, but at high levels of these emotions, all children performed similarly.

Original languageEnglish (US)
Pages (from-to)550-560
Number of pages11
JournalJournal of Educational Psychology
Volume102
Issue number3
DOIs
StatePublished - Aug 2010

Fingerprint

emotionality
academic achievement
Anger
Shyness
anger
Students
evidence
parents
teacher
Task Performance and Analysis
student
Longitudinal Studies
Emotions
Parents
longitudinal study
comprehension
emotion
interaction
performance

Keywords

  • Academic achievement
  • Effortful control
  • Emotion

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

@article{6217a3a4355a4cc6ac5a71bb12f273f0,
title = "Prediction of Kindergartners' Academic Achievement From Their Effortful Control and Emotionality: Evidence for Direct and Moderated Relations",
abstract = "The relations between effortful control, emotionality (anger, sadness, and shyness), and academic achievement were examined in a short-term longitudinal study of 291 kindergartners. Teachers and parents reported on students' effortful control and emotionality. Students completed the Continuous Performance Task and the Letter-Word, Passage Comprehension, and Applied Problems subtests of the Woodcock-Johnson tests of achievement. Effortful control was positively related to achievement. Parent- and teacher-reported anger and teacher-reported sadness and shyness were negatively related to achievement, but many of the main effects were qualified by interactions with effortful control. At low levels of anger or sadness, students high in effortful control performed best, but at high levels of these emotions, all children performed similarly.",
keywords = "Academic achievement, Effortful control, Emotion",
author = "Carlos Valiente and Kathryn Lemery and Jodi Swanson",
year = "2010",
month = "8",
doi = "10.1037/a0018992",
language = "English (US)",
volume = "102",
pages = "550--560",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "3",

}

TY - JOUR

T1 - Prediction of Kindergartners' Academic Achievement From Their Effortful Control and Emotionality

T2 - Evidence for Direct and Moderated Relations

AU - Valiente, Carlos

AU - Lemery, Kathryn

AU - Swanson, Jodi

PY - 2010/8

Y1 - 2010/8

N2 - The relations between effortful control, emotionality (anger, sadness, and shyness), and academic achievement were examined in a short-term longitudinal study of 291 kindergartners. Teachers and parents reported on students' effortful control and emotionality. Students completed the Continuous Performance Task and the Letter-Word, Passage Comprehension, and Applied Problems subtests of the Woodcock-Johnson tests of achievement. Effortful control was positively related to achievement. Parent- and teacher-reported anger and teacher-reported sadness and shyness were negatively related to achievement, but many of the main effects were qualified by interactions with effortful control. At low levels of anger or sadness, students high in effortful control performed best, but at high levels of these emotions, all children performed similarly.

AB - The relations between effortful control, emotionality (anger, sadness, and shyness), and academic achievement were examined in a short-term longitudinal study of 291 kindergartners. Teachers and parents reported on students' effortful control and emotionality. Students completed the Continuous Performance Task and the Letter-Word, Passage Comprehension, and Applied Problems subtests of the Woodcock-Johnson tests of achievement. Effortful control was positively related to achievement. Parent- and teacher-reported anger and teacher-reported sadness and shyness were negatively related to achievement, but many of the main effects were qualified by interactions with effortful control. At low levels of anger or sadness, students high in effortful control performed best, but at high levels of these emotions, all children performed similarly.

KW - Academic achievement

KW - Effortful control

KW - Emotion

UR - http://www.scopus.com/inward/record.url?scp=77955761875&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77955761875&partnerID=8YFLogxK

U2 - 10.1037/a0018992

DO - 10.1037/a0018992

M3 - Article

AN - SCOPUS:77955761875

VL - 102

SP - 550

EP - 560

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 3

ER -