Dataset Information

Relation Between Temperament and School Adjustment in Spanish Children: A Person-Centered Approach.

ABSTRACT: The aim of this study was to examine from a person-centered approach the impact of temperament on academic achievement and sociometric status in a sample of 6-7-year-old 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 requested for children's teachers. Using latent profile analysis (LPA) four 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.

SUBMITTER: Ato E

PROVIDER: S-EPMC7042392 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Relation Between Temperament and School Adjustment in Spanish Children: A Person-Centered Approach.

Ato Ester E Fernández-Vilar María Ángeles MÁ Galián María Dolores MD

Frontiers in psychology 20200219

The aim of this study was to examine from a person-centered approach the impact of temperament on academic achievement and sociometric status in a sample of 6-7-year-old 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 requested for children's teachers. Using latent profile analysis (LPA) four temperament profiles were found. Children belonged to ...[more]

PMID: 32140131

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Project description:In daily academic life, students are exposed to a wide range of potentially stressful situations which could negatively affect their academic achievement and their health. Among the factors that could be weakened by academic stress, attention has been paid to expectations of self-efficacy, which are considered one of the most important determinants for student engagement, persistence, and academic success. From a proactive perspective, research on academic stress has emphasized the importance of coping strategies in preventing harmful consequences. In recent years, there has been a growing interest in discovering the extent to which individuals are able to combine different coping strategies and the adaptive consequences this flexibility entails. However, studies using this person-centered approach are still scarce in the academic context. On that basis, this current study had two objectives: (a) to examine the existence of different profiles of university students based on how they combined different approach coping strategies (positive reappraisal, support seeking, and planning) and (b) to determine the existence of differences in general expectations of self-efficacy between those coping profiles. A total of 1,072 university students participated in the study. The coping profiles were determined by latent profile analysis (LPA). The differences in the self-efficacy variable were determined using ANCOVA, with gender, university year, and degree type as covariates. Four approach coping profiles were identified: (a) low generalized use of approach coping strategies; (b) predominance of social approach coping approaches; (c) predominance of cognitive approach coping approaches; and (d) high generalized use of approach coping strategies. The profile showed that a greater combination of the three strategies was related to higher general self-efficacy expectations and vice versa. These results suggest that encouraging flexibility in coping strategies would help to improve university students' self-efficacy.

Project description:BackgroundPerson-centered care (PCC) is an important concept in many countries' national guidelines and dementia plans. Key intervention categories, i.e., a taxonomy of person-centered (PC)-interventions, to provide person-centered dementia care, are difficult to identify from literature.ObjectiveThis systematic review aimed to identify and categorize published PC-interventions into key intervention categories to guide the provision of person-centered dementia care.MethodsConduct of this systematic review followed Cochrane guidelines. A search of the dimensions 'Dementia', 'Person-Centered Care', and 'Intervention' combined was performed in PubMed, EMBASE, and Web of Science. Study selection was based on 2-stage screening against eligibility criteria, limited to controlled study designs. Information about interventions and outcomes was extracted into an "Effects Table". The identified PC-interventions were categorized in intervention categories to provide person-centered dementia care.ResultsSearches identified 1,806 records. 19 studies were included. These covered a range of psychosocial interventions, oftentimes multi-component interventions, which followed heterogeneous approaches. Studies were conducted in long-term care/hospital settings. Nine key intervention categories were identified: social contact, physical activities, cognitive training, sensory enhancement, daily living assistance, life history oriented emotional support, training and support for professional caregivers, environmental adjustments, and care organization.ConclusionOur findings provide a current overview of published PC-interventions in dementia, which followed heterogeneous approaches under the PCC-concept. The heterogeneity made it challenging to identify a well-defined concept of PCC and common key intervention categories. An effectiveness-evaluation of "PC" - including "relationship-centered"-interventions may be valuable, to assess whether an explicit focus on relationships around PCC-interventions yields an added benefit.Prospero-idCRD42021225084.

Dataset Information

Relation Between Temperament and School Adjustment in Spanish Children: A Person-Centered Approach.

Publications

Relation Between Temperament and School Adjustment in Spanish Children: A Person-Centered Approach.

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