Relation Between Temperament and School Adjustment in Spanish Children: A Person-Centered Approach
The aim of this study was to examine from a person-centered approach the impact of temperament on academic achievement and sociometric status in a sample of 6–7-year-old Spanish children. To measure children’s temperament in early childhood, parents were given TMCQ (Temperament in Middle Childhood Q...
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Frontiers Media S.A.
2020-02-01
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doaj-ad66a385c45240b898aaac5dc4a3e8fd2020-11-25T02:06:20ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-02-011110.3389/fpsyg.2020.00250497070Relation Between Temperament and School Adjustment in Spanish Children: A Person-Centered ApproachEster AtoMaría Ángeles Fernández-VilarMaría Dolores GaliánThe aim of this study was to examine from a person-centered approach the impact of temperament on academic achievement and sociometric status in a sample of 6–7-year-old Spanish children. To measure children’s temperament in early childhood, parents were given TMCQ (Temperament in Middle Childhood Questionnaire), while sociometric status and academic achievement were requested for children’s teachers. Using latent profile analysis (LPA) four temperament profiles were found. Children belonged to the “Negative/Undercontrolled” profile showed a higher probability of academic failure and were more rejected, and children included in the profile “Sociable/High regulated” showed higher academic scores and a lower probability of being rejected by their peers. Several implications in the Spanish educational context are discussed.https://www.frontiersin.org/article/10.3389/fpsyg.2020.00250/fulltemperamentacademic achievementsocial adjustmentperson-centered approachlatent profile analyses |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Ester Ato María Ángeles Fernández-Vilar María Dolores Galián |
spellingShingle |
Ester Ato María Ángeles Fernández-Vilar María Dolores Galián Relation Between Temperament and School Adjustment in Spanish Children: A Person-Centered Approach Frontiers in Psychology temperament academic achievement social adjustment person-centered approach latent profile analyses |
author_facet |
Ester Ato María Ángeles Fernández-Vilar María Dolores Galián |
author_sort |
Ester Ato |
title |
Relation Between Temperament and School Adjustment in Spanish Children: A Person-Centered Approach |
title_short |
Relation Between Temperament and School Adjustment in Spanish Children: A Person-Centered Approach |
title_full |
Relation Between Temperament and School Adjustment in Spanish Children: A Person-Centered Approach |
title_fullStr |
Relation Between Temperament and School Adjustment in Spanish Children: A Person-Centered Approach |
title_full_unstemmed |
Relation Between Temperament and School Adjustment in Spanish Children: A Person-Centered Approach |
title_sort |
relation between temperament and school adjustment in spanish children: a person-centered approach |
publisher |
Frontiers Media S.A. |
series |
Frontiers in Psychology |
issn |
1664-1078 |
publishDate |
2020-02-01 |
description |
The aim of this study was to examine from a person-centered approach the impact of temperament on academic achievement and sociometric status in a sample of 6–7-year-old Spanish children. To measure children’s temperament in early childhood, parents were given TMCQ (Temperament in Middle Childhood Questionnaire), while sociometric status and academic achievement were requested for children’s teachers. Using latent profile analysis (LPA) four temperament profiles were found. Children belonged to the “Negative/Undercontrolled” profile showed a higher probability of academic failure and were more rejected, and children included in the profile “Sociable/High regulated” showed higher academic scores and a lower probability of being rejected by their peers. Several implications in the Spanish educational context are discussed. |
topic |
temperament academic achievement social adjustment person-centered approach latent profile analyses |
url |
https://www.frontiersin.org/article/10.3389/fpsyg.2020.00250/full |
work_keys_str_mv |
AT esterato relationbetweentemperamentandschooladjustmentinspanishchildrenapersoncenteredapproach AT mariaangelesfernandezvilar relationbetweentemperamentandschooladjustmentinspanishchildrenapersoncenteredapproach AT mariadoloresgalian relationbetweentemperamentandschooladjustmentinspanishchildrenapersoncenteredapproach |
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