Observed interest/arousal during challenging tasks predicts poorer teacher-rated social competence and more hyperactivity: the top third was rated least socially competent, and the top and middle thirds more hyperactive than the bottom third¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2011 · checked against its sources 2026-10-19 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Expressions of interest/arousal predicted less social competence and more hyperactivity. → Berhenke 2011 q3 i? Children in the top third of the interest/arousal distribution were rated less socially competent than those in the middle and bottom third; for hyperactivity, the top and middle thirds were both rated higher than the bottom third. → Berhenke 2011 (2)

Evidence¶

Berhenke 2011¶

Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan. (2011). Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates. Early childhood research quarterly. https://doi.org/10.1016/j.ecresq.2011.04.001

q3 · i? · associational · r2

Hierarchical regression in the kindergarten sample; the article reports "Expressions of interest/arousal predicted less social competence and more hyperactivity" after emotions were added in the third step.

"Expressions of interest/arousal predicted less social competence and more hyperactivity."

Berhenke 2011 (2)¶

Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan. (2011). Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates. Early childhood research quarterly. https://doi.org/10.1016/j.ecresq.2011.04.001

q3 · i? · associational · r2

Follow-up analysis comparing bottom, middle, and top thirds of the interest/arousal distribution; "Children in the top third of the distribution were rated by teachers as less socially competent than those in the middle and bottom third." For hyperactivity, interpersonal and self-regulatory skills the split differed: children in the top and middle thirds were rated more hyperactive (t (114) = 3.04, p < 0.01) and weaker on both skills than those in the bottom third, so the top third was not uniquely worst on those.

"Children in the top third of the distribution were rated by teachers as less socially competent than those in the middle and bottom third (t (114) = −2.70, p < 0.01)."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes
• Interest — predictor: learners who differ on it differ in outcomes
• Motivation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Children showing high levels of negative externalizing emotions during the challenge task are rated as less socially competent, more hyperactive, and with poorer interpersonal and self-regulatory skills — related
• Observed motivation indicators predict student-teacher conflict but not closeness: less persistence, greater task competence, and more interest/arousal predict greater conflict — related
• Observed shame expressions during challenging tasks predict greater teacher-rated social competence, work-related skills, and academic skills — related
• Observed help-seeking during the challenge task is unrelated to teacher-rated learning-related behaviors and academic skills — related
• Observed task persistence during challenging tasks predicts teacher-rated academic competence and learning-related behaviors in Head Start graduates — related