It is well-known that early academic achievement is a significant predictor of later achievement. Thus, a number of studies have examined... Show moreIt is well-known that early academic achievement is a significant predictor of later achievement. Thus, a number of studies have examined predictors of early academic achievement, but these have focused mainly on parenting variables, with relatively little attention paid to child variables, specifically temperament, or other child characteristics that may be related to early academic achievement. The aim of this study was to: (a) examine the relationship between child negative affect (NA), effortful control (EC), behavioral inhibition (BI), and agency/persistence and academic achievement; and (b) to determine if EC and agency/persistence moderated this relationship. Participants included 690 (322 males and 358 females) 5-year-old children and their primary caregivers. NA and EC were assessed by parent-report with the Child Behavior Questionnaire (CBQ). EC also was assessed with an observer-rated task, Gift Delay, which measures the child’s ability to delay a prepotent response. BI was assessed with two subtests from the NEPSY; Knock and Tap, and Statue. Child agency/persistence was assessed by a factor-analyzed composite of variables rated during the NICHD 3-Boxes Task. Letter-Word Identification, Passage Comprehension, and Quantitative Concepts subtests of the Woodcock-Johnson III were used as the measures of academic achievement. Results of hierarchical regression analyses indicated that NA, EC, BI and Agency/Persistence were not related to reading achievement, but BI and agency/persistence were related to math achievement. There also was no evidence of moderation of NA by EC or child agency/persistence. Implications of these findings and suggestions for further research are discussed. M.S. in Psychology, May 2011 Show less
Query
(-) mods_name_creator_namePart_mt:"D’aniello, Maria Elizabeth"
