Mediating role of internalizing and externalizing behaviors between temperamental effortful control and academic performance: evidence from Pakistan

• Main Author: Hania, Alishba
• Format: Thesis
• Language: English; English; English; English
• Published: 2019
• Subjects: L Education (General)
• Online Access: https://etd.uum.edu.my/8717/1/Deposit%20Permission_s901973.pdf; https://etd.uum.edu.my/8717/2/s901973_01.pdf; https://etd.uum.edu.my/8717/3/s901973_02.pdf; https://etd.uum.edu.my/8717/4/s901973_references.docx; https://etd.uum.edu.my/8717/

determining his academic performance. Present study investigated some of those factors from multiple perspective approach including a student himself and the parent of students of 3rd, 4th and 5th grade in public schools of Pakistan. An approach of selfregulation named as temperamental effortful control (EC) was considered as independent variable and internalizing/externalizing behaviors were proposed to be mediating variables between relationship of EC and academic performance. Present research was divided in phases. Firstly, psychometric properties were established for the already translated measures from Pakistan by the help of pilot testing, which was completed for all the translated measures of internalizing, externalizing behaviors and temperamental effortful control. Secondly, main study was conducted by collecting data from target population of 3rd, 4th and 5th grade students through purposive sampling. Data for each student was completed based on two dimensional units; parent of the student completed questionnaire about child’s temperamental effortful control and internalizing behavioral patterns while student himself completed a self-report on externalizing behaviors. The concept of academic performance was measured through secondary data of student’s school results in four commonly taught subjects (English, Science, Mathematics and Urdu) to 3rd, 4th and 5th standard classes in public schools with one similar course outline. Validity and reliability of measures were significant, Further hypotheses were tested in main study. Results suggested a significant positive relationship of temperamental effortful control and academic performance (English, Science, Mathematics and Urdu). Internalizing and externalizing behavioral patterns appeared to act as a significant mediator between Temperamental effortful control and academic performance.