ArticleFrontiers in psychology2020
Relation Between Temperament and School Adjustment in Spanish Children: A Person-Centered Approach.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 15 citations in OpenAlex.
- Fetal programming of infant temperament: An examination of prenatal maternal stress during the COVID-19 pandemic.Infant mental health journal · 2026Article
- Not all babies are the same: an examination of temperament profiles during infancy.Frontiers in psychology · 2026Article
- Exploring Person-Centered Techniques: A Scoping Review of Temperament Subtypes in Infancy Through Childhood.International journal of behavioral development · 2025Article
- Temperament in middle childhood questionnaire: New data on factor structure and applicability in a child clinical sample.Psychological assessment · 2022Article
- Temperament and School Readiness - A Literature Review.Frontiers in psychology · 2021Review
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
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.
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