Educational Outcomes for Children At-Risk: The Influence of Individual Differences in Children's Temperaments

Autor/inn/en	Al-Hendawi, Maha; Reed, Evelyn
Titel	Educational Outcomes for Children At-Risk: The Influence of Individual Differences in Children's Temperaments
Quelle	In: International Journal of Special Education, 27 (2012) 2, S.64-74 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Academic Achievement; Outcomes of Education; At Risk Persons; Personality; Student Adjustment; Educational Objectives; Child Development; Individual Differences; Emotional Response; Prediction; Correlation; Measures (Individuals); Special Education; Gender Differences; Economically Disadvantaged; Developmental Delays; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Schulleistung; Lernleistung; Schulerfolg; Risikogruppe; Personalität; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Educational objective; Bildungsziel; Erziehungsziel; Kindesentwicklung; Individueller Unterschied; Emotionales Verhalten; Vorhersage; Korrelation; Messdaten; Special needs education; Sonderpädagogik; Sonderschulwesen; Geschlechterkonflikt; Entwicklungsverzögerung
Abstract	Individual differences in temperament can be protective or risk factors that may enhance or interfere with children's healthy development and educational success. This study examined the concurrent and predictive relationships between temperament, school adjustment, and academic achievement in children at-risk. Seventy-seven children at-risk, ages five to 11 years, were assessed in this study. The results for the concurrent relationships showed significant relationships between children's temperament and their school adjustment; negative emotionality significantly correlated with and predicted school adjustment. Children's temperament was also found to have a significant relationship with academic achievement; persistence and activity level had significant correlations with academic achievement. Implications for practice and considerations for future research directions are discussed. (Contains 5 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10