The DOI matches its Crossref record; 89 of the 90 references it cites were found in a registry or an index.
The relations of temperamental effortful control and anger/frustration to Chinese children's academic achievement and social adjustment: A longitudinal study.
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 (Zhou, Main and Wang [2010]).”
From Personality Psychology and Economics (2011) · cites this paper as Zhou, Main and Wang [2010]
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1 of the 90 references couldn’t be matched to a known paper.
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Personality Psychology and Economics
Almlund, M., Duckworth, A. L., Heckman, J. J., & Kautz, T. (2011) · Handbook of the economics of education · doi:10.1016/b978-0-444-53444-6.00001-8 · Cited by 1,400
Self-Control and Academic Achievement
Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019) · Annual Review of Psychology · doi:10.1146/annurev-psych-010418-103230 · Cited by 662
Personality Psychology and Economics
Almlund, M., Duckworth, A. L., Heckman, J., & Kautz, T. (2011) · National Bureau of Economic Research · doi:10.3386/w16822 · Cited by 540
Zhou, Q., Chen, S. H., & Main, A. (2012) · Child Development Perspectives · doi:10.1111/j.1750-8606.2011.00176.x · Cited by 397
Self-citationLiew, J. (2011) · Child Development Perspectives · doi:10.1111/j.1750-8606.2011.00196.x · Cited by 458
Metadata
- Authors
- Zhou, Q., Main, A., & Wang, Y.
- Venue
- Journal of Educational Psychology
- Published
- 2010-02
- Volume
- 102
- Issue
- 1
- Pages
- 180-196
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- 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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