scholarly journals The Role of a Temperament Intervention in Kindergarten Children’s Standardized Academic Achievement

2017 ◽  
Vol 5 (2) ◽  
pp. 120 ◽  
Author(s):  
Ashleigh Collins ◽  
Erin O’Connor ◽  
Sandee McClowry
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Multivariate Regression Analysis ◽  
Child Temperament ◽  
Kindergarten Students ◽  
Child Gender ◽  
School Based ◽  
Literacy Scores ◽  
Study Participants

Previous research finds that children experience a range of school readiness challenges (e.g., Chartier, Walker, & Naimark, 2010; Zill, 1999). Such challenges vary by children’s gender, temperament, and participation in school-based interventions (e.g., Mullola et al., 2011; Bramlett, Scott, Rowell, 2000). However, the examination of child temperament, gender, and children’s participation in school-based, temperament programming has been minimal. This study explores the role of child temperament profiles and child gender on children’s standardized academic outcomes following participation in a school-based, temperament intervention. Study participants included 324 kindergarten students attending urban, low-income schools. A multivariate regression analysis explored associations among child temperament profile, gender, and academic performance.  Cautious and male kindergarten intervention participants attained higher standardized mathematics and literacy scores than their non-intervention participating counterparts.

The subject who thinks economically? Comparative money subjectivities in neoliberal context

2016 ◽  
Vol 53 (3) ◽  
pp. 523-540 ◽  
Author(s):  
Julia Joanne Verdouw
Keyword(s):  
Quality Of Life ◽  
Comparative Study ◽  
Low Income ◽  
Life Goals ◽  
The Subject ◽  
Life Values ◽  
Study Participants

Theoretically, neoliberalism is acknowledged as a powerful, discursive mode of governmentality, whose key tenets widely influence sociological discourses around the role of money in attaining quality of life and happiness. However, few studies qualitatively reflect in any detail on how neoliberalism is implicated in the making of particular subjectivities. In this comparative study, participants from different income contexts (middle and low income, and downshifters) are interviewed about money meanings with attention to the particular ways of living they narrate. The findings attest to participant adoption of, and/or resistance to, lay forms of neoliberalism in the ordering of their subjectivities around key themes: life values, life goals, monetary boundaries and future understandings. Their stories show the prevalence of the neoliberal subject and clarify the practical limits of neoliberal discourses, as well as demonstrating how moral alternatives to neoliberalism can transform self-understanding and practice.

scholarly journals The role of child temperament on low-income preschool children's relationships with their parents and teachers

2017 ◽  
Vol 27 (1) ◽  
pp. e2045 ◽  
Author(s):  
Ibrahim H. Acar ◽  
Julia C. Torquati ◽  
Amy Encinger ◽  
Amy Colgrove
Keyword(s):  
Low Income ◽  
Child Temperament

scholarly journals Teacher-Child Relationships and Child Temperament in Early Achievement

2016 ◽  
Vol 6 (1) ◽  
pp. 173 ◽  
Author(s):  
Ashleigh Collins ◽  
Erin O’Connor
Keyword(s):  
Academic Performance ◽  
Relationship Quality ◽  
Teacher Development ◽  
Low Income ◽  
School Adjustment ◽  
Academic Development ◽  
Multivariate Regression Analysis ◽  
Child Temperament ◽  
Performance Study ◽  
Child Relationship

<p>Teacher-child relationship quality and child temperament have been associated with children’s school adjustment and academic performance. However, few studies explore the influence of both child temperament and teacher-child relationship quality on children’s academic development. This study investigates the role of teacher-child relationships on kindergarten children’s temperament and academic performance. Study participants were comprised of 324 kindergarten students, attending 22 schools in urban, low-income communities. A multivariate regression analysis was used to explore whether teacher-child relationships moderate or mediate the association between child temperament and academic performance. The study reinforces previous findings that conflictual teacher-child relationships inhibit children’s academic performance and close teacher-child relationships promote children’s academic performance. For cautious children, close teacher-child relationships moderate mathematics performance. For high maintenance children, conflictual teacher-child mediate children’s critical thinking. The findings have implications for teacher training, on-going teacher development, and the promotion of early academic development for children at-risk for underachievement.</p>

scholarly journals Relations Between Theory of Mind and Academic School Readiness: The Moderating Role of Child Gender

2019 ◽  
Vol 65 (1) ◽  
pp. 101
Author(s):  
Martins ◽  
Barreto ◽  
Baptista ◽  
Osório ◽  
Martins ◽  
...  
Keyword(s):  
Theory Of Mind ◽  
School Readiness ◽  
Child Gender ◽  
Academic School ◽  
Moderating Role

A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures

2019 ◽  
Vol 62 (6) ◽  
pp. 1775-1786 ◽  
Author(s):  
Lucía I. Méndez ◽  
Gabriela Simon-Cereijido
Keyword(s):  
Low Income ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
L2 Acquisition ◽  
Cross Sectional ◽  
Specific Language ◽  
Vocabulary Skills ◽  
In The Beginning ◽  
Study Participants ◽  
L1 And L2

Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.

You Are the One I Want to Communicate With!

2013 ◽  
Vol 44 (1) ◽  
pp. 16-25 ◽  
Author(s):  
Sabrina Pierucci ◽  
Olivier Klein ◽  
Andrea Carnaghi
Keyword(s):  
Memory Bias ◽  
Shared Reality ◽  
Communication Partner ◽  
Shared Reality Theory ◽  
The One ◽  
Study Participants

This article investigates the role of relational motives in the saying-is-believing effect ( Higgins & Rholes, 1978 ). Building on shared reality theory, we expected this effect to be most likely when communicators were motivated to “get along” with the audience. In the current study, participants were asked to describe an ambiguous target to an audience who either liked or disliked the target. The audience had been previously evaluated as a desirable vs. undesirable communication partner. Only participants who communicated with a desirable audience tuned their messages to suit their audience’s attitude toward the target. In line with predictions, they also displayed an audience-congruent memory bias in later recall.

Sign in / Sign up

Export Citation Format

Share Document