The controlled direct effect of temperament at 2-3 years on cognitive and academic outcomes at 6-7 years.

ABSTRACT: There is widespread interest in temperament and its impact upon cognitive and academic outcomes. Parents adjust their parenting according to their child's temperament, however, few studies have accounted for parenting while estimating the association between temperament and academic outcomes. We examined the associations between temperament (2-3 years) and cognitive and academic outcomes (6-7 years) when mediation by parenting practices (4-5 years) was held constant, by estimating the controlled direct effect. Participants were from the Longitudinal Study of Australian Children (n = 5107). Cognitive abilities were measured by the Peabody Picture Vocabulary Test (verbal) and the Matrix Reasoning test (non-verbal). Literacy and numeracy were reported by teachers using the Academic Rating Sca

SUBMITTER: Chong SY 

PROVIDER: S-EPMC6548354 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature