The Role of Adolescents' and Their Parents' Temperament Types in Adolescents' Academic Emotions: A Goodness-of-Fit Approach

Autor/inn/en	Lahdelma, Pinja; Tolonen, Maria; Kiuru, Noona; Hirvonen, Riikka
Titel	The Role of Adolescents' and Their Parents' Temperament Types in Adolescents' Academic Emotions: A Goodness-of-Fit Approach
Quelle	In: Child & Youth Care Forum, 50 (2021) 3, S.471-492 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hirvonen, Riikka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-020-09582-1
Schlagwörter	Personality Traits; Academic Achievement; Goodness of Fit; Social Environment; Parent Child Relationship; Parent Attitudes; Adolescents; Literacy; Mathematics Achievement; Adolescent Attitudes; Self Control; Comparative Analysis; Resilience (Psychology); Psychological Patterns; Positive Attitudes; Negative Attitudes; Correlation + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulleistung; Soziales Umfeld; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Selbstbeherrschung; Negative Fixierung; Korrelation
Abstract	Background: Academic emotions (e.g., enjoyment of learning or anxiety) play a significant role in academic performance and educational choices. An important factor explaining academic emotions can be students' temperament and the goodness-of-fit between their temperament and their social environment, including parents. Objective: This study investigated the unique and interactive effects of early adolescents' and their parents' temperament types on adolescents' academic emotions in literacy and mathematics. Method: The participants in the study consisted of 690 adolescent-parent dyads. Parents rated their own and their adolescents' temperaments, and adolescents reported their positive and negative emotions in literacy and mathematics. Results: The results showed that adolescents' temperament type was significantly related to their negative emotions in both school subjects. Adolescents with an undercontrolled temperament reported more anger compared to adolescents with a resilient or overcontrolled temperament, and more anxiety, shame, and hopelessness compared to resilient adolescents. In addition, undercontrolled adolescents reported more boredom in mathematics than resilient or overcontrolled adolescents. The parents' temperament type was related to positive emotions. Adolescents of resilient parents reported greater pride in mathematics than adolescents of undercontrolled or overcontrolled parents and higher hope in mathematics than adolescents of overcontrolled parents. Finally, overcontrolled adolescents with a resilient or overcontrolled parent reported higher enjoyment of mathematics and literacy in comparison to overcontrolled adolescents with an undercontrolled parent. Conclusions: The findings of the study provide new knowledge about the role of temperament in the school context by showing that differences in temperamental reactivity and regulation relate to adolescents' academic emotions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01