Proactive Parenting and Children's Effortful Control: Mediating Role of Language and Indirect Intervention Effects

2013 ◽  
Vol 24 (1) ◽  
pp. 206-223 ◽  
Author(s):  
Hyein Chang ◽  
Daniel S. Shaw ◽  
Thomas J. Dishion ◽  
Frances Gardner ◽  
Melvin N. Wilson
Keyword(s):  
Effortful Control ◽  
Intervention Effects ◽  
Mediating Role

scholarly journals Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents

2017 ◽  
Vol 39 (2) ◽  
pp. 253-279 ◽  
Author(s):  
Juan P. Zorza ◽  
Julián Marino ◽  
Alberto Acosta Mesas
Keyword(s):  
Academic Performance ◽  
Social Behavior ◽  
Executive Functions ◽  
Effortful Control ◽  
Social Preference ◽  
Self Regulation ◽  
Early Adolescents ◽  
Self Report ◽  
Mediating Role

In this study, we explored the predictive role of behavioral measures of Executive Functions (EFs) and a self-report measure of Effortful Control (EC) on the academic performance of early adolescents. We also analyzed the mediating role of self-reported empathy and social behavior rated by peers (i.e., prosocial behavior and social preference) and by the lead teacher (i.e., social competence). A sample of 244 adolescents aged between 12 and 13 years participated in the study. The resulting structural equation model indicated that EFs and EC predict academic performance in a complementary and independent way. Results also confirmed the mediating role of empathy and social behavior. The final model explained 64% of academic performance. We discuss the appropriateness of obtaining complementary measures of EFs and EC in predictions of academic performance as well as the importance of introducing activities involving self-regulation, empathy, and socioemotional skills in the school setting.

The Role of Emotions in Game-Based Learning

2019 ◽  
pp. 46-58
Keyword(s):  
Academic Achievement ◽  
Effortful Control ◽  
Positive Emotions ◽  
Learning Experience ◽  
Game Based Learning ◽  
Human Needs ◽  
Mediating Role ◽  
Classroom Activities ◽  
Important Relationship

There is an important relationship between learning (academic achievement) and emotions. Students engagement in classroom activities are usually described as a function of factors such as human needs, affect, intention, motivation, interest, and identity. Research studies suggest that students have a better learning experience when they like the teacher and the curriculum. Several articles have suggested the importance of linking situational and dispositional negative or positive emotions to academic achievement, which suggests that researchers have learned much about emotions and achievement by considering the potential moderating role of effortful control (EC) and the mediating role that cognitive processes, motivational mechanisms, and classroom relationships seem to play in linking emotions with achievement.

scholarly journals For Whom Is Anti-Bullying Intervention Most Effective? The Role of Temperament

2019 ◽  
Vol 16 (3) ◽  
pp. 388 ◽  
Author(s):  
Annalaura Nocentini ◽  
Benedetta Palladino ◽  
Ersilia Menesini
Keyword(s):  
Effortful Control ◽  
Early Adolescents ◽  
Sixth Grade ◽  
Considerable Effect ◽  
Self Report ◽  
Control Group ◽  
Intervention Effects ◽  
Positive Effects ◽  
Post Test

Studying moderators of the effects of anti-bullying universal interventions is essential to elucidate what works for whom and to tailor more intensive, selective, and indicated programs which meet the needs of non-responders. The present study investigated whether early adolescents’ temperament—effortful control (EC), negative emotionality (NE), and positive emotionality (PE)—moderates the effects of the KiVa anti-bullying program. The sample consisted of 13 schools, with 1051 sixth-grade early adolescents (mean age = 10.93; SD = 0.501), randomly assigned to the KiVa intervention (seven schools; n = 536) or to the control condition (six schools; n = 516). Adolescents reported bullying and victimization before the intervention (pre-test) and after (post-test). Temperament was assessed by a self-report pre-test. Findings showed that EC and NE moderated intervention effects on bullying, indicating that subgroups with high levels of EC, and with low and medium levels of NE were those who benefited most from the intervention. The low-EC subgroup showed a lower increase compared to the control condition, with a considerable effect size. Conversely, the high-NE subgroup did not show any positive effects compared to the control group. Regarding victimization, findings showed that early adolescents with high and medium levels of PE were the subgroups who benefited the most from the intervention, whereas the low-PE subgroup was the most resistant. The present study confirms the relevance of considering temperament as a moderator of intervention effects, since interventions tailored to early adolescents with specific traits might yield larger effects.

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