Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/120565
Citations
Scopus Web of Science® Altmetric
?
?
Full metadata record
DC FieldValueLanguage
dc.contributor.authorChong, S.Y.en
dc.contributor.authorChittleborough, C.R.en
dc.contributor.authorGregory, T.en
dc.contributor.authorLynch, J.en
dc.contributor.authorMittinty, M.en
dc.contributor.authorSmithers, L.G.en
dc.date.issued2019en
dc.identifier.citationPLoS ONE, 2019; 14(6):e0204189-1-e0204189-14en
dc.identifier.issn1932-6203en
dc.identifier.issn1932-6203en
dc.identifier.urihttp://hdl.handle.net/2440/120565-
dc.description.abstractThere 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 Scale. Mothers reported children's temperament using the Short Temperament Scale for Toddlers (subscales: reactivity, approach, and persistence). Parenting practices included items about engagement in activities with children. Marginal structural models with inverse probability of treatment weights were used to estimate the controlled direct effect of temperament, when setting parenting to the mean. All temperament subscales were associated with cognitive abilities, with persistence showing the largest associations with verbal (PPVT; β = 0.58; 95%CI 0.27, 0.89) and non-verbal (Matrix Reasoning: β = 0.19; 0.02, 0.34) abilities. Higher persistence was associated with better literacy (β = 0.08; 0.03, 0.13) and numeracy (β = 0.08; 0.03, 0.13), and higher reactivity with lower literacy (β = -0.08; -0.11, -0.05) and numeracy (β = -0.07; -0.10, -0.04). There was little evidence that temperamental approach influenced literacy or numeracy. Overall, temperament had small associations with cognitive and academic outcomes after accounting for parenting and confounders.en
dc.description.statementofresponsibilityShiau Yun Chong, Catherine Ruth Chittleborough, Tess Gregory, John Lynch, Murthy Mittinty, Lisa Gaye Smithersen
dc.language.isoenen
dc.publisherPLoS - Public Library of Scienceen
dc.rights© 2019 Chong et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.en
dc.subjectHumans; Longitudinal Studies; Child Behavior; Child Development; Temperament; Parenting; Cognition; Child; Child, Preschool; Australia; Female; Male; Academic Successen
dc.titleThe controlled direct effect of temperament at 2-3 years on cognitive and academic outcomes at 6-7 yearsen
dc.typeJournal articleen
dc.identifier.rmid0030117430en
dc.identifier.doi10.1371/journal.pone.0204189en
dc.relation.granthttp://purl.org/au-research/grants/nhmrc/570120en
dc.identifier.pubid475479-
pubs.library.collectionPublic Health publicationsen
pubs.library.teamDS14en
pubs.verification-statusVerifieden
pubs.publication-statusPublisheden
dc.identifier.orcidChittleborough, C.R. [0000-0003-3196-7137]en
dc.identifier.orcidGregory, T. [0000-0003-4799-6258]en
dc.identifier.orcidLynch, J. [0000-0003-2781-7902]en
dc.identifier.orcidMittinty, M. [0000-0001-8778-9793]en
dc.identifier.orcidSmithers, L.G. [0000-0002-6585-7836]en
Appears in Collections:Public Health publications

Files in This Item:
File Description SizeFormat 
hdl_120565.pdfPublished Version466.77 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.