Sociometric Status as Mediator in the Relation between Effortful Control and Achievement

Autor/inn/en	Galián, María D.; Ato, Ester; Fernández-Vilar, María Angeles
Titel	Sociometric Status as Mediator in the Relation between Effortful Control and Achievement
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 64 (2018) 3, S.309-328, Artikel 1 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Sociometric Techniques; Correlation; Language Acquisition; Foreign Countries; Personality; Questionnaires; Mediation Theory; Young Children; Primary Education; Academic Achievement; Spain + Suchen Sie Ihr Suchwort? Soziometrie; Korrelation; Sprachaneignung; Spracherwerb; Ausland; Personalität; Fragebogen; Mediationsverfahren; Frühe Kindheit; Primarbereich; Schulleistung; Spanien
Abstract	The aim of this study was to analyze the relationship between effortful control and language performance, and the mediation effect of sociometric status on this relationship. The sample comprised 472 Spanish children 6-8 years old. To measure temperament, the parents were given the Temperament in Middle Childhood Questionnaire (TMCQ). The nomination method was used in the classroom context to measure social acceptance and rejection, whereas language performance was reported by the teachers at the end of the academic year. The results confirmed the positive relationship between effortful control and language performance. By using a causal mediation analysis, we found a mediation effect for both variables, which confirms the significant effect of self-regulatory skills on the integration of children in their group, and this social adjustment / maladjustment being what determines language performance. (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01