ERIC Number: EJ1142185
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Enhancing the Academic Development of Shy Children: A Test of the Efficacy of INSIGHTS
O'Connor, Erin E.; Cappella, Elise; McCormick, Meghan P.; McClowry, Sandee G.
School Psychology Review, v43 n3 p239-259 2014
This study investigated the efficacy of the INSIGHTS into Children's Temperament intervention in supporting the academic development of shy kindergarten and first-grade children. INSIGHTS is a temperament-based intervention with teacher, parent, and classroom programs. The participants included 345 children from 22 low-income, urban elementary schools who were randomly assigned to INSIGHTS or a supplemental after-school reading program. Growth-curve modeling showed that shy children in INSIGHTS evidenced more rapid growth in critical thinking and math than their shy peers in the attention-control condition during kindergarten and the transition to first grade. The effects of INSIGHTS were partly indirect through improved behavioral engagement. INSIGHTS enhances the academic development of early elementary school children with shy temperaments.
Descriptors: Shyness, Academic Achievement, Intervention, Personality, Kindergarten, Grade 1, Elementary School Students, Low Income Students, Urban Schools, After School Programs, Reading Programs, Attention Control, Transitional Programs, Parents, Elementary School Teachers, Statistical Analysis, Statistical Significance
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: firstname.lastname@example.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: R305A080512
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/81849