Relations from temperamental approach reactivity and effortful control to academic achievement and peer relations in early elementary school

Abstract

The goal of the current study was to examine relations from temperamental approach reactivity (i.e., impulsivity, frustration, and positive affect) and effortful control (EC; 42 and 54months) to teachers’ reports of academic achievement and popularity (72 and 84months). Frustration was positively related to achievement and negatively related to popularity for girls, but unrelated to boys’ outcomes. Interactions suggested that, among children with high EC or emotional approach (frustration or positive emotion), impulsivity positively predicted achievement. Few gender differences in interactions were noted. These results provide insight into the dynamics relations from temperament/personality to children’s academic and social adjustment.