To What Extent Does Punishment Insensitivity Explain the Relationship between Callous-Unemotional Traits and Academic Performance in Secondary School Students?

Autor/inn/en	Hwang, Suhlim; Allen, Jennifer L.; Kokosi, Theodora; Bird, Elisabeth
Titel	To What Extent Does Punishment Insensitivity Explain the Relationship between Callous-Unemotional Traits and Academic Performance in Secondary School Students?
Quelle	In: British Journal of Educational Psychology, 91 (2021) 3, S.811-826 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Suhlim) ORCID (Allen, Jennifer L.) ORCID (Kokosi, Theodora)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12394
Schlagwörter	Punishment; Psychological Patterns; Personality Traits; Academic Achievement; Secondary School Students; Student Behavior; Behavior Change; Predictor Variables; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bestrafung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulleistung; Sekundarschüler; Student behaviour; Schülerverhalten; Prädiktor; Ausland
Abstract	Background: Callous-unemotional (CU) traits are related to low achievement but not to deficits in verbal ability, commonly regarded as a major risk factor for poor academic outcomes in antisocial youth. This suggests that CU traits may have utility in explaining heterogeneous risk pathways for poor school performance in antisocial children. Reduced sensitivity to teacher discipline has been suggested as a potential explanation for the association between CU traits and low achievement, given its importance in facilitating engagement in learning. This study is the first to examine punishment insensitivity as a potential mechanism explaining the relationship between CU traits and poor achievement. Aim: The current study investigated the indirect pathway from CU traits via the predictor of punishment insensitivity to English, Maths, and Science grades. Sample: A total of 437 English secondary school students aged 11 to 14 years (49% girls). Methods: We conducted a mediation analysis within a structural equation modelling framework. CU traits and punishment insensitivity were assessed using child report questionnaires and academic grades were obtained from school records. Results: CU traits were indirectly associated with low academic grades in Maths and Science, but not English, via punishment insensitivity, controlling for child age, gender, single parent household status, free school meals eligibility, externalizing problems, and classroom effects. Conclusions: Findings indicated that reduced sensitivity to discipline forms a pathway linking CU traits to poor performance in Maths and Science. Teachers may therefore need additional support to implement discipline effectively with children high in CU traits in order to prevent poor academic outcomes. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01