Longitudinal relations among parents' reactions to children's negative emotions, effortful control, and math achievement in early elementary school

Temperament and Academic Achievement in Children: A Meta-Analysis

This study aimed to systematize the diverse and rather controversial findings of empirical research on the relationship between the temperament and academic achievement of school children, as well as to determine the average effect size between these variables. We included 57 original studies of published and unpublished research conducted in 12 countries between 1985 and 2019, with cumulative sample size of 79,913 (varying from 6333 to 14,126 for links between particular temperament dimensions and specific domains of achievement). A random-effects and mixed-effects model was fitted to the data for the central tendency of the temperament-achievement relation and for analyzing moderators, respectively. The high heterogeneity of studies was tackled by selected specific moderators, namely, education level, transition status, family's socio-economic level, and sources of report on achievement and temperament. The main findings of this meta-analysis affirmed the positive association of effortful control (EC) and inverse relationship of negative affectivity (NA) with a child's academic performance, together with no apparent trend of surgency (SU) in this relationship; additionally, the sources of report significantly moderated the link between temperament and academic achievement.

Positive parenting, effortful control, and developmental outcomes across early childhood

The current study evaluated bidirectional associations between mother and father positive parenting and child effortful control. Data were drawn from 220 families when children were 3, 4, 5, and 6 years old. Parenting and effortful control were assessed when the child was 3, 4, and 5 years old. These variables were used to statistically predict child externalizing and school performance assessed when the child was 6 years old. The study used random intercept cross-lagged panel models to evaluate within-person and between-person associations between parenting and effortful control. Results suggest that prior positive parenting was associated with later effortful control, whereas effortful control was not associated with subsequent parenting from ages 3 to 5. Stable between-child differences in effortful control from ages 3 to 5 were associated with school performance at age 6. These stable between-child differences in effortful control were correlated with externalizing at age 3. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

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.

Resilience in Non-Offending Mothers of Children Who Have Reported Experiencing Sexual Abuse

Growing evidence shows that non-offending mothers experience significant loss and trauma following their child reporting experiencing sexual abuse. Maternal support offered to sexually abused children following disclosure can be a crucial factor in children's recovery. Although mothers are often seen as playing a central role in facilitating the recovery of their sexually abused child, there has been little focus on their own needs and profiles. This present study aimed to increase our understanding of the diversity of profiles of non-offending mothers of sexually abused children by exploring the differences in psychosocial traits of non-offending mothers (N = 68; age range 28-67 years) reporting higher and lower resilience. The mediating role of these psychosocial factors on the relationship between resilience and psychological distress will also be explored. Results found that non-offending mothers in the higher resilience group reported higher levels of positive reappraisal, self-compassion, social support, and significantly lower levels of psychological distress compared to non-offending mothers in the lower resilience group. Additionally, multiple mediation analysis indicated positive reappraisal, self-compassion, and social support to be significant mediators of the relationship between resilience and psychological distress. Increased levels of self-compassion and social support were found to be predictive of lowered psychological distress, while increased positive reappraisal predicted increased psychological distress. The findings of the present study provide support for the targeting of the psychosocial factors such as self-compassion, social support, and positive reappraisal in interventions for non-offending mothers in an effort to promote resilience.

Attachment and Effortful Control in Toddlerhood Predict Academic Achievement Over a Decade Later

A child's attachment to his or her caregiver is central to the child's development. However, current understanding of subtle, indirect, and complex long-term influences of attachment on various areas of functioning remains incomplete. Research has shown that (a) parent-child attachment influences the development of effortful control and that (b) effortful control influences academic success. The entire developmental cascade among these three constructs over many years, however, has rarely been examined. This article reports a multimethod, decade-long study that examined the influence of mother-child attachment and effortful control in toddlerhood on school achievement in early adolescence. Both attachment security and effortful control uniquely predicted academic achievement a decade later. Effortful control mediated the association between early attachment and school achievement during adolescence. This work suggests that attachment security triggers an adaptive cascade by promoting effortful control, a vital set of skills necessary for future academic success.

Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality

This study evaluated the association between effortful control in kindergarten and academic achievement one year later (N = 301), and whether teacher-student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock-Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher-student closeness and strongly, negatively predicted teacher-student conflict. Teacher-student closeness and effortful control, but not teacher-student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher-student closeness and via its positive relation to early academic achievement. The findings suggest that teacher-student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher-student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.

Learning-related skills and academic achievement in academically at-risk first graders

Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed.