TY - JOUR
T1 - Effortful Control and Impulsivity as Concurrent and Longitudinal Predictors of Academic Achievement
AU - Valiente, Carlos
AU - Eisenberg, Nancy
AU - Spinrad, Tracy
AU - Haugen, Rg
AU - Thompson, Marilyn
AU - Kupfer, Anne
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded, in part, by a grant from the National Institute of Mental Health (R01 HH55052) to Eisenberg. Valiente received funding from the National Science Foundation (BCS-0546096).
PY - 2013/10
Y1 - 2013/10
N2 - The goal of this study was to test if both effortful control (EC) and impulsivity, a reactive index of temperament, uniquely predict adolescents' academic achievement, concurrently and longitudinally (Time 1: N = 168, x- age = 12 years). At Time 1, parents and teachers reported on students' EC and impulsivity. At both time points, spaced 2 years apart, parents and teachers reported on students' achievement. In a concurrent regression, both EC and impulsivity were positively related to achievement. At T1, there was evidence of a nonlinear relation between impulsivity and achievement, and the shape of the quadratic was dependent on if EC was simultaneously considered. Results from a longitudinal analysis demonstrated that although parent-reported impulsivity was generally negatively correlated with achievement, EC, but not impulsivity, was prospectively, uniquely related to achievement. The discussion highlights the value of considering adolescents' EC and impulsivity in models of school success.
AB - The goal of this study was to test if both effortful control (EC) and impulsivity, a reactive index of temperament, uniquely predict adolescents' academic achievement, concurrently and longitudinally (Time 1: N = 168, x- age = 12 years). At Time 1, parents and teachers reported on students' EC and impulsivity. At both time points, spaced 2 years apart, parents and teachers reported on students' achievement. In a concurrent regression, both EC and impulsivity were positively related to achievement. At T1, there was evidence of a nonlinear relation between impulsivity and achievement, and the shape of the quadratic was dependent on if EC was simultaneously considered. Results from a longitudinal analysis demonstrated that although parent-reported impulsivity was generally negatively correlated with achievement, EC, but not impulsivity, was prospectively, uniquely related to achievement. The discussion highlights the value of considering adolescents' EC and impulsivity in models of school success.
KW - academic achievement
KW - effortful control
KW - impulsivity
KW - longitudinal
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U2 - 10.1177/0272431613477239
DO - 10.1177/0272431613477239
M3 - Article
AN - SCOPUS:84883335314
SN - 0272-4316
VL - 33
SP - 946
EP - 972
JO - Journal of Early Adolescence
JF - Journal of Early Adolescence
IS - 7
ER -