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Anxiety and inattention as predictors of achievement in early elementary school children
The objective of this study was to examine the relations among anxiety, inattention, and math/reading achievement, as well as the mediating/moderating role of inattention in the anxiety-achievement association both concurrently and longitudinally. Participants included 161 ethnically diverse childre...
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Published in: | Anxiety, stress, and coping stress, and coping, 2013-07, Vol.26 (4), p.391-410 |
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creator | Grills-Taquechel, Amie E. Fletcher, Jack M. Vaughn, Sharon R. Denton, Carolyn A. Taylor, Pat |
description | The objective of this study was to examine the relations among anxiety, inattention, and math/reading achievement, as well as the mediating/moderating role of inattention in the anxiety-achievement association both concurrently and longitudinally. Participants included 161 ethnically diverse children (aged 6-8) and their teachers. At the middle and end of first grade (approximately 5 months apart), students completed measures of anxiety and achievement while their teachers completed a measure of inattention. For the concurrent analyses, greater harm avoidance anxiety was associated with better attention, which was in turn related to better achievement. For the longitudinal analyses, mid-year inattention interacted with harm avoidance and separation anxiety to predict end of year reading fluency. For those rated as more attentive, greater separation anxiety symptoms were associated with decreased fluency performance while greater harm avoidance symptoms were associated with increased performance. Findings were discussed in terms of the importance of considering socioemotional variables in the study of children's academic achievement and the potential utility of early anxiety prevention/intervention programs, especially for children experiencing academic difficulties who also show internalizing behaviors. |
doi_str_mv | 10.1080/10615806.2012.691969 |
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Participants included 161 ethnically diverse children (aged 6-8) and their teachers. At the middle and end of first grade (approximately 5 months apart), students completed measures of anxiety and achievement while their teachers completed a measure of inattention. For the concurrent analyses, greater harm avoidance anxiety was associated with better attention, which was in turn related to better achievement. For the longitudinal analyses, mid-year inattention interacted with harm avoidance and separation anxiety to predict end of year reading fluency. For those rated as more attentive, greater separation anxiety symptoms were associated with decreased fluency performance while greater harm avoidance symptoms were associated with increased performance. Findings were discussed in terms of the importance of considering socioemotional variables in the study of children's academic achievement and the potential utility of early anxiety prevention/intervention programs, especially for children experiencing academic difficulties who also show internalizing behaviors.</description><identifier>ISSN: 1061-5806</identifier><identifier>EISSN: 1477-2205</identifier><identifier>DOI: 10.1080/10615806.2012.691969</identifier><identifier>PMID: 22764776</identifier><language>eng</language><publisher>Abingdon: Taylor & Francis Group</publisher><subject>Academic achievement ; Achievement ; Affectivity. Emotion ; Anxiety ; Anxiety - psychology ; attention ; Attention - physiology ; Attention deficit disorders. Hyperactivity ; Biological and medical sciences ; Child ; Child clinical studies ; Educational Measurement - methods ; Educational Measurement - statistics & numerical data ; Educational psychology ; Educational Status ; Female ; Follow-Up Studies ; Fundamental and applied biological sciences. Psychology ; Humans ; inattention ; learning ; Learning - physiology ; Male ; Mathematics ; Medical sciences ; Personality. Affectivity ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Psychopathology. Psychiatry ; Pupil and student. Academic achievement and failure ; Reading ; Separation anxiety ; Students - psychology ; Students - statistics & numerical data</subject><ispartof>Anxiety, stress, and coping, 2013-07, Vol.26 (4), p.391-410</ispartof><rights>Copyright Taylor & Francis Group, LLC 2013</rights><rights>2015 INIST-CNRS</rights><rights>Copyright Taylor and Francis Group, LLC</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c522t-f89a9c0482d7cc10bd21e0451dcc011109eb8baa712ba4d2bfec0cab9a8a33183</citedby><cites>FETCH-LOGICAL-c522t-f89a9c0482d7cc10bd21e0451dcc011109eb8baa712ba4d2bfec0cab9a8a33183</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,776,780,881,27900,27901</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=27442593$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/22764776$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Grills-Taquechel, Amie E.</creatorcontrib><creatorcontrib>Fletcher, Jack M.</creatorcontrib><creatorcontrib>Vaughn, Sharon R.</creatorcontrib><creatorcontrib>Denton, Carolyn A.</creatorcontrib><creatorcontrib>Taylor, Pat</creatorcontrib><title>Anxiety and inattention as predictors of achievement in early elementary school children</title><title>Anxiety, stress, and coping</title><addtitle>Anxiety Stress Coping</addtitle><description>The objective of this study was to examine the relations among anxiety, inattention, and math/reading achievement, as well as the mediating/moderating role of inattention in the anxiety-achievement association both concurrently and longitudinally. Participants included 161 ethnically diverse children (aged 6-8) and their teachers. At the middle and end of first grade (approximately 5 months apart), students completed measures of anxiety and achievement while their teachers completed a measure of inattention. For the concurrent analyses, greater harm avoidance anxiety was associated with better attention, which was in turn related to better achievement. For the longitudinal analyses, mid-year inattention interacted with harm avoidance and separation anxiety to predict end of year reading fluency. For those rated as more attentive, greater separation anxiety symptoms were associated with decreased fluency performance while greater harm avoidance symptoms were associated with increased performance. Findings were discussed in terms of the importance of considering socioemotional variables in the study of children's academic achievement and the potential utility of early anxiety prevention/intervention programs, especially for children experiencing academic difficulties who also show internalizing behaviors.</description><subject>Academic achievement</subject><subject>Achievement</subject><subject>Affectivity. Emotion</subject><subject>Anxiety</subject><subject>Anxiety - psychology</subject><subject>attention</subject><subject>Attention - physiology</subject><subject>Attention deficit disorders. Hyperactivity</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child clinical studies</subject><subject>Educational Measurement - methods</subject><subject>Educational Measurement - statistics & numerical data</subject><subject>Educational psychology</subject><subject>Educational Status</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Humans</subject><subject>inattention</subject><subject>learning</subject><subject>Learning - physiology</subject><subject>Male</subject><subject>Mathematics</subject><subject>Medical sciences</subject><subject>Personality. Affectivity</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychopathology. Psychiatry</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Reading</subject><subject>Separation anxiety</subject><subject>Students - psychology</subject><subject>Students - statistics & numerical data</subject><issn>1061-5806</issn><issn>1477-2205</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><recordid>eNp9kd1rFDEUxQex2A_9D0QCIvRl1twkM5m8WEqpWij4ouBbuJPJuCmZZE1ma_e_N-vu1o8HnxJyf-fkXE5VvQS6ANrRt0BbaDraLhgFtmgVqFY9qU5ASFkzRpun5V6QesscV6c531FKQQr2rDpmTLaFa0-qr5fhwdl5QzAMxAWcZxtmFwPBTFbJDs7MMWUSR4Jm6ey9ncq8gMRi8hti_a8HTBuSzTJGTwrlh2TD8-poRJ_ti_15Vn15f_356mN9--nDzdXlbW0axuZ67BQqQ0XHBmkM0H5gYKloYDCGAgBVtu96RAmsRzGwfrSGGuwVdsg5dPyserfzXa37yQ6mpEno9Sq5qaTSEZ3-exLcUn-L95qLVvKWFYPzvUGK39c2z3py2VjvMdi4zhp40wipeCsK-vof9C6uUyjr6VICcMW45IUSO8qkmHOy42MYoHpbnT5Ut1UxvauuyF79ucij6NBVAd7sAcwG_ZgwGJd_c1II1qjt_xc7zoUxpgl_xOQHPePGx3QQ8f9G-QmX77bY</recordid><startdate>20130701</startdate><enddate>20130701</enddate><creator>Grills-Taquechel, Amie E.</creator><creator>Fletcher, Jack M.</creator><creator>Vaughn, Sharon R.</creator><creator>Denton, Carolyn A.</creator><creator>Taylor, Pat</creator><general>Taylor & Francis Group</general><general>Taylor & Francis</general><general>Taylor & Francis Ltd</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20130701</creationdate><title>Anxiety and inattention as predictors of achievement in early elementary school children</title><author>Grills-Taquechel, Amie E. ; Fletcher, Jack M. ; Vaughn, Sharon R. ; Denton, Carolyn A. ; Taylor, Pat</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c522t-f89a9c0482d7cc10bd21e0451dcc011109eb8baa712ba4d2bfec0cab9a8a33183</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Academic achievement</topic><topic>Achievement</topic><topic>Affectivity. Emotion</topic><topic>Anxiety</topic><topic>Anxiety - psychology</topic><topic>attention</topic><topic>Attention - physiology</topic><topic>Attention deficit disorders. Hyperactivity</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child clinical studies</topic><topic>Educational Measurement - methods</topic><topic>Educational Measurement - statistics & numerical data</topic><topic>Educational psychology</topic><topic>Educational Status</topic><topic>Female</topic><topic>Follow-Up Studies</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Humans</topic><topic>inattention</topic><topic>learning</topic><topic>Learning - physiology</topic><topic>Male</topic><topic>Mathematics</topic><topic>Medical sciences</topic><topic>Personality. Affectivity</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Psychopathology. Psychiatry</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Reading</topic><topic>Separation anxiety</topic><topic>Students - psychology</topic><topic>Students - statistics & numerical data</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Grills-Taquechel, Amie E.</creatorcontrib><creatorcontrib>Fletcher, Jack M.</creatorcontrib><creatorcontrib>Vaughn, Sharon R.</creatorcontrib><creatorcontrib>Denton, Carolyn A.</creatorcontrib><creatorcontrib>Taylor, Pat</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Anxiety, stress, and coping</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Grills-Taquechel, Amie E.</au><au>Fletcher, Jack M.</au><au>Vaughn, Sharon R.</au><au>Denton, Carolyn A.</au><au>Taylor, Pat</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Anxiety and inattention as predictors of achievement in early elementary school children</atitle><jtitle>Anxiety, stress, and coping</jtitle><addtitle>Anxiety Stress Coping</addtitle><date>2013-07-01</date><risdate>2013</risdate><volume>26</volume><issue>4</issue><spage>391</spage><epage>410</epage><pages>391-410</pages><issn>1061-5806</issn><eissn>1477-2205</eissn><abstract>The objective of this study was to examine the relations among anxiety, inattention, and math/reading achievement, as well as the mediating/moderating role of inattention in the anxiety-achievement association both concurrently and longitudinally. 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subjects | Academic achievement Achievement Affectivity. Emotion Anxiety Anxiety - psychology attention Attention - physiology Attention deficit disorders. Hyperactivity Biological and medical sciences Child Child clinical studies Educational Measurement - methods Educational Measurement - statistics & numerical data Educational psychology Educational Status Female Follow-Up Studies Fundamental and applied biological sciences. Psychology Humans inattention learning Learning - physiology Male Mathematics Medical sciences Personality. Affectivity Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopathology. Psychiatry Pupil and student. Academic achievement and failure Reading Separation anxiety Students - psychology Students - statistics & numerical data |
title | Anxiety and inattention as predictors of achievement in early elementary school children |
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