Temperamentally inhibited children are at risk for poorer maths performance : self-concept as mediator

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dc.contributor.author Viljaranta, Jaana
dc.contributor.author Aunola, Kaisa
dc.contributor.author Mullola, Sari
dc.contributor.author Luonua, Marjaana
dc.contributor.author Tuomas, Anne
dc.contributor.author Nurmi, Jan-Erik
dc.date.accessioned 2021-01-13T07:44:01Z
dc.date.available 2021-01-13T07:44:01Z
dc.date.issued 2020-07
dc.identifier.citation Viljaranta , J , Aunola , K , Mullola , S , Luonua , M , Tuomas , A & Nurmi , J-E 2020 , ' Temperamentally inhibited children are at risk for poorer maths performance : self-concept as mediator ' , Social Psychology of Education , vol. 23 , no. 3 , pp. 641-651 . https://doi.org/10.1007/s11218-020-09552-4
dc.identifier.other PURE: 135114781
dc.identifier.other PURE UUID: 1a020db7-8c83-4fd4-a79b-e5acd573e19e
dc.identifier.other WOS: 000521784300001
dc.identifier.other ORCID: /0000-0001-7566-714X/work/86937548
dc.identifier.uri http://hdl.handle.net/10138/324452
dc.description.abstract It has repeatedly been found that temperamental inhibition and low academic achievement are associated with each other: children with cautious and wary or shy behaviour are at risk for low academic achievement. Several suggestions about the mechanism behind this association have been made, these highlighting for example, the fewer learning opportunities of cautious and wary children and more negative interaction between teachers and inhibited children. However, the empirical studies about these mechanisms are rare and, thus, they have remained unclear. This study examined whether children's maths-related self-concept of ability acts as a mediator between their temperamental inhibition and maths performance. 156 children (M-age 7.25 years) were followed during the first grade of primary school. Children's temperamental inhibition was assessed in the beginning of Grade 1. Their maths performance was tested twice, in the beginning and at the end of Grade 1, and their self-concept of ability was measured at the end of Grade 1. The research question was analysed using structural equation modelling. The results showed that children's self-concept of ability did mediate the association between temperamental inhibition and maths performance at Grade 1: that more inhibited children feel they are less capable and competent in maths than less inhibited children, and this contributes to their poorer maths performance. The findings highlight that it is important for teachers and other practitioners to be aware of this effect of temperamental inhibition on self-concept and put effort on promoting positive views of children's competencies and abilities. en
dc.format.extent 11
dc.language.iso eng
dc.relation.ispartof Social Psychology of Education
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject Temperament
dc.subject Inhibition
dc.subject Self-concept of ability
dc.subject Maths performance
dc.subject SHYNESS
dc.subject PRESCHOOL
dc.subject ACHIEVEMENT
dc.subject BELIEFS
dc.subject PLAY
dc.subject 516 Educational sciences
dc.subject 515 Psychology
dc.title Temperamentally inhibited children are at risk for poorer maths performance : self-concept as mediator en
dc.type Article
dc.contributor.organization Department of Education
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1007/s11218-020-09552-4
dc.relation.issn 1381-2890
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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