View in EDS HTML Full Text PDF Full Text

Temperamentally inhibited children are at risk for poorer maths performance: self-concept as mediator.

Saved in:
Bibliographic Details
Title: Temperamentally inhibited children are at risk for poorer maths performance: self-concept as mediator.
Authors: Viljaranta, Jaana1 (AUTHOR) jaana.viljaranta@uef.fi, Aunola, Kaisa2 (AUTHOR), Mullola, Sari3,4 (AUTHOR), Luonua, Marjaana2 (AUTHOR), Tuomas, Anne2 (AUTHOR), Nurmi, Jari-Erik2 (AUTHOR)
Source: Social Psychology of Education. Jul2020, Vol. 23 Issue 3, p641-651. 11p. 1 Diagram, 1 Chart.
Subject Terms: Structural equation modeling, Self-perception
Abstract: It has repeatedly been found that temperamental inhibition and low academic achievement are associated with each other: children with cautious and wary or shy behaviour are at risk for low academic achievement. Several suggestions about the mechanism behind this association have been made, these highlighting for example, the fewer learning opportunities of cautious and wary children and more negative interaction between teachers and inhibited children. However, the empirical studies about these mechanisms are rare and, thus, they have remained unclear. This study examined whether children's maths-related self-concept of ability acts as a mediator between their temperamental inhibition and maths performance. 156 children (Mage 7.25 years) were followed during the first grade of primary school. Children's temperamental inhibition was assessed in the beginning of Grade 1. Their maths performance was tested twice, in the beginning and at the end of Grade 1, and their self-concept of ability was measured at the end of Grade 1. The research question was analysed using structural equation modelling. The results showed that children's self-concept of ability did mediate the association between temperamental inhibition and maths performance at Grade 1: that more inhibited children feel they are less capable and competent in maths than less inhibited children, and this contributes to their poorer maths performance. The findings highlight that it is important for teachers and other practitioners to be aware of this effect of temperamental inhibition on self-concept and put effort on promoting positive views of children's competencies and abilities. [ABSTRACT FROM AUTHOR]
Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 144640969
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Temperamentally inhibited children are at risk for poorer maths performance: self-concept as mediator.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Viljaranta%2C+Jaana%22">Viljaranta, Jaana</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jaana.viljaranta@uef.fi</i><br /><searchLink fieldCode="AR" term="%22Aunola%2C+Kaisa%22">Aunola, Kaisa</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mullola%2C+Sari%22">Mullola, Sari</searchLink><relatesTo>3,4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Luonua%2C+Marjaana%22">Luonua, Marjaana</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tuomas%2C+Anne%22">Tuomas, Anne</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nurmi%2C+Jari-Erik%22">Nurmi, Jari-Erik</searchLink><relatesTo>2</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Social+Psychology+of+Education%22">Social Psychology of Education</searchLink>. Jul2020, Vol. 23 Issue 3, p641-651. 11p. 1 Diagram, 1 Chart.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: It has repeatedly been found that temperamental inhibition and low academic achievement are associated with each other: children with cautious and wary or shy behaviour are at risk for low academic achievement. Several suggestions about the mechanism behind this association have been made, these highlighting for example, the fewer learning opportunities of cautious and wary children and more negative interaction between teachers and inhibited children. However, the empirical studies about these mechanisms are rare and, thus, they have remained unclear. This study examined whether children's maths-related self-concept of ability acts as a mediator between their temperamental inhibition and maths performance. 156 children (Mage 7.25 years) were followed during the first grade of primary school. Children's temperamental inhibition was assessed in the beginning of Grade 1. Their maths performance was tested twice, in the beginning and at the end of Grade 1, and their self-concept of ability was measured at the end of Grade 1. The research question was analysed using structural equation modelling. The results showed that children's self-concept of ability did mediate the association between temperamental inhibition and maths performance at Grade 1: that more inhibited children feel they are less capable and competent in maths than less inhibited children, and this contributes to their poorer maths performance. The findings highlight that it is important for teachers and other practitioners to be aware of this effect of temperamental inhibition on self-concept and put effort on promoting positive views of children's competencies and abilities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=144640969
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11218-020-09552-4
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 641
    Subjects:
      – SubjectFull: Structural equation modeling
        Type: general
      – SubjectFull: Self-perception
        Type: general
    Titles:
      – TitleFull: Temperamentally inhibited children are at risk for poorer maths performance: self-concept as mediator.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Viljaranta, Jaana
      – PersonEntity:
          Name:
            NameFull: Aunola, Kaisa
      – PersonEntity:
          Name:
            NameFull: Mullola, Sari
      – PersonEntity:
          Name:
            NameFull: Luonua, Marjaana
      – PersonEntity:
          Name:
            NameFull: Tuomas, Anne
      – PersonEntity:
          Name:
            NameFull: Nurmi, Jari-Erik
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul2020
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 13812890
          Numbering:
            – Type: volume
              Value: 23
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Social Psychology of Education
              Type: main
ResultId 1