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dc.contributor.authorHirvonen, Riikka
dc.contributor.authorAunola, Kaisa
dc.contributor.authorAlatupa, Saija
dc.contributor.authorViljaranta, Jaana
dc.contributor.authorNurmi, Jari-Erik
dc.date.accessioned2013-11-22T05:42:54Z
dc.date.available2013-11-22T05:42:54Z
dc.date.issued2013fi
dc.identifier.citationHirvonen, R., Aunola, K., Alatupa, S., Viljaranta, J., & Nurmi, J.-E. (2013). The role of temperament in children's affective and behavioral responses in achievement situations. <em>Learning and Instruction</em>, 27 (1), 21-30. <a href="http://dx.doi.org/10.1016/j.learninstruc.2013.02.005">doi:10.1016/j.learninstruc.2013.02.005</a>fi
dc.identifier.otherTUTKAID_57707
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/42501
dc.description.abstractAlthough students' affects and behaviors in achievement situations have been shown to be influenced by their previous learning experiences, less is known about how they relate to students' dispositional characteristics, such as temperament. This study examined to what extent children's temperament is related to their affective and behavioral responses in achievement situations. Teachers rated first-graders' (n = 153) temperamental characteristics in the Fall semester. Children's active task avoidance, anxiety, and helplessness were rated in test situations in the Fall and Spring semesters. The results showed that the more easily distracted the children were, the more task avoidance they showed, and the more their task avoidance increased during the first grade. Moreover, children's high level of inhibition was related to high levels of anxiety and helplessness. The findings suggest that characteristics that are related to students' behavioral regulation and inhibition are particularly important for their affective and behavioral responses in achievement situations.fi
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesLearning and Instruction
dc.subject.otherahdistuneisuus
dc.subject.otheralakoulu
dc.subject.otheravuttomuus
dc.subject.othertehtävien välttely
dc.subject.othertemperamentti
dc.subject.otheranxiety
dc.subject.otherelementary school
dc.subject.otherhelplessness
dc.subject.othertask avoidance
dc.subject.othertemperament
dc.titleThe role of temperament in children's affective and behavioral responses in achievement situations
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201311222628
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologia
dc.type.urihttp://purl.org/eprint/type/SubmittedJournalArticle
dc.date.updated2013-11-22T04:30:03Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange21-30
dc.relation.issn0959-4752
dc.relation.numberinseries1
dc.relation.volume27
dc.type.versionacceptedVersion
dc.rights.copyright© 2013 Elsevier Ltd. This is an author's final draft version of an article whose final and definitive form has been published by Elsevier.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1016/j.learninstruc.2013.02.005


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