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Temperamental attention and activity, classroom emotional support, and academic achievement in third grade.
J Sch Psychol. 2010 Apr; 48(2):113-34.JS

Abstract

The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the relationship between temperament (attention and activity level) and academic achievement. Regression analyses indicated that children's attention and activity level were associated with children's third grade reading and mathematics achievement, and classroom emotional support was associated with children's third grade reading and mathematics achievement. In addition, classroom emotional support moderated the relation between children's attention and reading and mathematics achievement, such that attention mattered most for reading and mathematics achievement for children in classrooms with lower emotional support. Findings point to the importance of understanding how children's temperament and classroom emotional support may work together to promote or inhibit children's academic achievement.

Authors+Show Affiliations

University of Louisville, College of Education and Human Development, Louisville, KY 40292, United States. km.rudasill@louisville.eduNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, N.I.H., Extramural

Language

eng

PubMed ID

20159222

Citation

Rudasill, Kathleen Moritz, et al. "Temperamental Attention and Activity, Classroom Emotional Support, and Academic Achievement in Third Grade." Journal of School Psychology, vol. 48, no. 2, 2010, pp. 113-34.
Rudasill KM, Gallagher KC, White JM. Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. J Sch Psychol. 2010;48(2):113-34.
Rudasill, K. M., Gallagher, K. C., & White, J. M. (2010). Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. Journal of School Psychology, 48(2), 113-34. https://doi.org/10.1016/j.jsp.2009.11.002
Rudasill KM, Gallagher KC, White JM. Temperamental Attention and Activity, Classroom Emotional Support, and Academic Achievement in Third Grade. J Sch Psychol. 2010;48(2):113-34. PubMed PMID: 20159222.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. AU - Rudasill,Kathleen Moritz, AU - Gallagher,Kathleen Cranley, AU - White,Jamie M, Y1 - 2009/12/08/ PY - 2008/08/19/received PY - 2009/11/11/revised PY - 2009/11/17/accepted PY - 2010/2/18/entrez PY - 2010/2/18/pubmed PY - 2010/4/27/medline SP - 113 EP - 34 JF - Journal of school psychology JO - J Sch Psychol VL - 48 IS - 2 N2 - The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the relationship between temperament (attention and activity level) and academic achievement. Regression analyses indicated that children's attention and activity level were associated with children's third grade reading and mathematics achievement, and classroom emotional support was associated with children's third grade reading and mathematics achievement. In addition, classroom emotional support moderated the relation between children's attention and reading and mathematics achievement, such that attention mattered most for reading and mathematics achievement for children in classrooms with lower emotional support. Findings point to the importance of understanding how children's temperament and classroom emotional support may work together to promote or inhibit children's academic achievement. SN - 1873-3506 UR - https://www.unboundmedicine.com/medline/citation/20159222/Temperamental_attention_and_activity_classroom_emotional_support_and_academic_achievement_in_third_grade_ L2 - https://linkinghub.elsevier.com/retrieve/pii/S0022-4405(09)00068-5 DB - PRIME DP - Unbound Medicine ER -