The Role of Temperament in Children's Affective and Behavioral Responses in Achievement Situations

Autor/inn/en	Hirvonen, Riikka; Aunola, Kaisa; Alatupa, Saija; Viljaranta, Jaana; Nurmi, Jari-Erik
Titel	The Role of Temperament in Children's Affective and Behavioral Responses in Achievement Situations
Quelle	In: Learning and Instruction, 27 (2013), S.21-30 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2013.02.005
Schlagwörter	Prior Learning; Tests; Anxiety; Inhibition; Personality Traits; Helplessness; Grade 1; Affective Behavior; Role; Academic Achievement; Student Behavior; Elementary School Teachers; Elementary School Students; Task Analysis; Time on Task + Suchen Sie Ihr Suchwort? Vorkenntnisse; Examination; Prüfung; Examen; Angst; Hemmung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Hilflosigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Affective disturbance; Active behaviour; Affektive Störung; Rollen; Schulleistung; Student behaviour; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aufgabenanalyse; Zeitaufwand
Abstract	Although students' affects and behaviors in achievement situations have been shown to be influenced by their previous learning experiences, less is known about how they relate to students' dispositional characteristics, such as temperament. This study examined to what extent children's temperament is related to their affective and behavioral responses in achievement situations. Teachers rated first-graders' (n = 153) temperamental characteristics in the Fall semester. Children's active task avoidance, anxiety, and helplessness were rated in test situations in the Fall and Spring semesters. The results showed that the more easily distracted the children were, the more task avoidance they showed, and the more their task avoidance increased during the first grade. Moreover, children's high level of inhibition was related to high levels of anxiety and helplessness. The findings suggest that characteristics that are related to students' behavioral regulation and inhibition are particularly important for their affective and behavioral responses in achievement situations. (Contains 3 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10