Effortful control, task persistence, and reading skills

Patterns of Children's Relationships With Parents and Teachers in Grade 1: Links to Task Persistence and Performance

Our study aimed to investigate the patterns of children's relationships with their parents and teachers, the development of these relationships during Grade 1, and respective links to children's learning (in task persistence and performance). Parents of 350 children answered questionnaires about the quality of their relationships with their children; 25 teachers answered questions about children's task persistence at school and the quality of their relationships with their students; 350 children completed literacy and math performance tests; and six testers evaluated children's task persistence when completing those tests. All measures were administered twice: at the start and end of Grade 1. Latent profile analyses found two meaningful child profiles that were similar at the beginning and end of Grade 1: average relationship (89% at T1, 85% at T2) and conflictual relationship (11% at T1, 15% at T2) with parents and teachers. These profiles were highly stable throughout Grade 1, except for 15 children who moved from an average relationship to a conflictual relationship profile. This declining trajectory can be characterized by poor relationships with teachers and low task persistence at the end of Grade 1, although they did not perform any worse than other children. Finally, children exhibiting conflictual relationships with their parents and teachers at the beginning of Grade 1 performed worse on spelling and subtraction tasks and demonstrated lower task-persistent behavior at the end of Grade 1 than those with average (good) relationships with parents and teachers.

Is part-time special education beneficial for children at risk for reading difficulties? An example from Estonia

This longitudinal quasi-experimental study examined the general efficiency of part-time special education for students at risk for reading difficulties in Estonian primary schools. Participants were selected from 464 students whose pre-reading and reading skills were assessed for the study at the beginning of school. Eighty-four of these children received part-time special education support throughout the first grade (treatment group). Statistical matching was used to find a control group similar to the treatment group on pre-reading skills and parental educational level but who did not receive extra help (control group; 84 children). Students' reading fluency and task persistence were assessed at the end of Grade 1 and Grade 2. Neither group differed in reading fluency nor task persistence at the end of either grade. Developmental trajectories of those treatment group children who received additional support only for reading and spelling difficulties did not differ from those who received this support for concurrent developmental disorders in addition to reading and spelling difficulties. Our findings indicate that a full-year of special education support in the form of extra lessons without a prior diagnostic assessment, frequent progress monitoring, or focused interventions might not be an effective way to support children with reading difficulties.

Temperament in preadolescence is associated with weight and eating pathology in young adulthood

OBJECTIVE

Few longitudinal studies have investigated the role of temperament traits on weight and eating problems thus far. We investigated whether temperament in preadolescence influences body weight and the development of eating pathology in adolescence and young adulthood.

METHOD

This study used data from TRAILS (Tracking Adolescents' Individual Lives Survey), a Dutch community cohort study (N = 2,230) from preadolescence into adulthood. At age 11, the temperament dimensions negative affectivity and effortful control were measured with the Early Adolescent Temperament Questionnaire-Revised. Body mass index (BMI) was measured at all assessment waves. At age 19, the prevalence of eating disorders was investigated by two-stage screening including interviews by eating disorder experts. At age 22 and 26, the Eating Disorder Diagnostic Scale was used to assess the level of eating pathology.

RESULTS

Higher negative affectivity in preadolescence was associated with higher BMI and eating pathology in young adulthood. Lower effortful control in preadolescence was found to be a risk factor for the development of obesity in young adulthood. No association was found between effortful control in preadolescence and eating pathology in later life.

DISCUSSION

Both negative affectivity and effortful control play a role in the development of weight or eating problems during adolescence.

The associations among parental warmth and hostility and student engagement in math and the mediating role of effortful control among Chinese children

The associations among parenting behaviors, effortful control, and student engagement in math were examined in a sample of Chinese children. The sample was composed of 778 students (M_age = 10.43 years, SD = 0.99) from Grades 4 to 6 in Shanghai, China. Children completed questionnaires to assess parental warmth and hostility, effortful control, and student engagement in math. The results indicated that parental warmth was positively correlated with math engagement whereas parental hostility was negatively correlated with math engagement. In addition, mediational analyses indicated that effortful control fully mediated the association between parental hostility and math engagement, but partially mediated the association between parental warmth and math engagement. This study offers insights into a mediating mechanism linking the relationships among parenting behaviors, effortful control, and math engagement.

What role do comprehension-oriented learning strategies have in solving math calculation and word problems at the end of middle school?

BACKGROUND

Math is a difficult subject with which many upper middle-school students struggle. In addition to knowledge, skills, and motivation, effective learning strategies play an important role in learning math.

AIMS

This study aimed to examine the effects of comprehension-oriented learning strategies (perceptual and abstract grouping of material) - together with math self-concept, task-persistent learning behaviour, earlier math skills, reasoning abilities, and reading comprehension - on solving mathematical calculation and word problems at the end of middle school.

SAMPLE

The sample consisted of 231 students (50% boys; mean age in Grade 9 = 15.55 years) from 16 schools and 31 classrooms in Estonia.

METHODS

Students were tested twice - once at the end of Grade 6 and once at the end of Grade 9. Calculation and problem-solving skills were assessed at both time points. Math self-concept, teacher-rated task persistence, reasoning abilities, and reading comprehension were assessed in Grade 6. Learning strategies were assessed using a word-memorization task in Grade 9. Multiple regression analysis was used.

RESULTS AND CONCLUSIONS

Applying abstract (but not perceptual) grouping was related to higher calculation and problem-solving skills. Math skills were persistent over time, and calculation and problem-solving skills mutually affected each other. Math self-concept, task persistence, and reading comprehension had a positive effect on problem-solving but not calculation skills. The study noted deficient use of comprehension-oriented strategies at the end of middle school, suggesting that more attention should be paid to teaching and discussing such learning strategies. These findings suggest that students' math skills may be enhanced by supporting metacognitive awareness and use of comprehension-oriented learning strategies.