The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the relationship between temperament (attention and activ...

Title of Document: THE IMPACT OF PARENTING PRACTICES AND EARLY CHILDHOOD CURRICULA ON CHILDREN’S ACADEMIC ACHIEVEMENT AND SOCIAL COMPETENCE Anne Townsend Kessenich, Doctor of Philosophy, 2006 Directed By: Professor Sandra L. Hofferth Department of Family Studies Current research highlights the importance of early social competence for later academic success. Nevertheless, despite that documente...

The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were consistent with the authors’ hypotheses and supporte...

The present study examined the relationship between anxiety and academic achievement in a sample of clinic-referred children. Specifically, the study investigated whether anxiety contributed to the prediction of academic achievement above and beyond the influence of IQ. Furthermore, the study explored whether anxiety moderated the already established relationship between IQ and academic achieve...

The present research examined the nature of stability and change in achievement goal endorsement over time, using 4 complementary data-analytic approaches (differential continuity, mean-level change, individual-level change, and ipsative continuity). Three longitudinal studies were conducted in college classrooms; in each study, achievement goals were assessed prior to a series of 3 course exam...

Social scientists do not agree on the size and nature of the causal impacts of parental income on children's achievement. We revisit this issue using a set of welfare and antipoverty experiments conducted in the 1990s. We utilize an instrumental variables strategy to leverage the variation in income and achievement that arises from random assignment to the treatment group to estimate the causal...

Measures of trait anxiety, state anxiety and achievement were obtained on a sample of undergraduate students, half of whom received additional humorous items in the achievement test. In a regression analysis, the trait anxiety x test version interaction was a significant predictor of achievement. Subsequent analyses revealed a disordinal interaction in which highly anxious students hadlower ach...

Introduction It has become something of a commonplace for philosophers to observe that the term ‘empathy’ has been and continues to be used in a number of different ways. 1 I accept that this is the case, although I am less sure that it should be. Nevertheless, given the possibility that ‘empathy’ legitimately refers to a range of different cognitive achievements, I will restrict my enquiry her...