Publication:
Relation between temperament and school adjustment in spanish children: A person-centered approach

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Date
2020-02-19
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Authors
María Ángeles Fernández-Vilar ; María Dolores Galián ; Ester Ato Lozano
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Facultad de Psicología y Logopedia
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Publisher
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Psicología Evolutiva y de la Educación
DOI
https://doi.org/10.3389/fpsyg.2020.00250
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info:eu-repo/semantics/article
Description
Abstract
The aim of this work was to examine from a person-centered approach the impact of temperament on academic achievement and sociometric status in a sample of 6-7 yearold 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 reported by teachers. Using latent profile analysis (LPA) 4 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.
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Temperament , Academic achievement , Social adjustment , Person-centered approach , Latent profile analyses
Citation
Frontiers in Psychology, vol. 11, article 250
URI
http://hdl.handle.net/10201/185010
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