The relations of temperamental effortful control and anger/frustration to Chinese children's academic achievement and social adjustment: A longitudinal study.

Zhou, Qing; Main, Alexandra; Wang, Yun

doi:10.1037/a0015908

Cited by 217Child and Adolescent Psychosocial and Emotional DevelopmentEarly Childhood Education and DevelopmentDevelopmental and Educational Neuropsychology

The relations of temperamental effortful control and anger/frustration to Chinese children's academic achievement and social adjustment: A longitudinal study.

Zhou, Qing, Main, Alexandra, Wang, Yun·2010·Journal of Educational Psychology

DOI 10.1037/a0015908

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Abstract

The prospective relations of temperamental effortful control and anger/frustration to Chinese children's (N = 425, age range = 6.6-9.1 years) academic achievement (grade point average, or GPA) and social adjustment (externalizing problems and social competence) were examined in a 2-wave (3.8 years apart) longitudinal study. Parents and teachers rated children's temperament, and parents, teachers, and/or peers rated children's externalizing problems and social competence. Effortful control positively predicted children's GPA, controlling for prior level of GPA. Analyses examining the potential mechanisms underlying the temperament-achievement associations suggested that effortful control positively predicted social competence, and social competence positively predicted GPA. Moreover, anger/frustration positively predicted externalizing problems, and externalizing problems negatively predicted GPA. Mediational analyses suggested that the relations between temperament and GPA were mediated by social competence and externalizing problems. Evidence for the reciprocal relations between externalizing problems and GPA was also found. The study suggested that there are complex interplays among temperament, academic achievement, and social adjustment for school-age children.

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In a sample of Chinese primary school children, effortful control predicted report card grades when controlling for baseline grades.
“In a sample of Chinese primary school children, effortful control predicted report card grades when controlling for baseline grades (Zhou, Main and Wang [2010]).”
From Personality Psychology and Economics (2011) · cites this paper as Zhou, Main and Wang [2010]

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Authors: Zhou, Q., Main, A., & Wang, Y.
ORCID: Zhou, Qing
Main, Alexandra
Wang, Yun
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2010-02
Volume: 102
Issue: 1
Pages: 180-196
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/a0015908
OpenAlex: W2160456679
Cited by: 216
References: 90
Citations by year: 2026: 4 · 2025: 7 · 2024: 12 · 2023: 20 · 2022: 20 · 2021: 13 · 2020: 12 · 2019: 16 · 2018: 18 · 2017: 15 · 2016: 16 · 2015: 14 · 2014: 18 · 2013: 9 · 2012: 13
FWCI: 11.26
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Funders: American Psychological Foundation
Arizona State University
University of California
Topics: Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Social Sciences › Education › Early Childhood Education and Development
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords: academic performance, social adaptation, social competence, externalizing problems, Chinese children, elementary school students, mediation, bidirectional relationship, temperament

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The relations of temperamental effortful control and anger/frustration to Chinese children's academic achievement and social adjustment: A longitudinal study.

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