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ERIC Number: EJ1175938
Record Type: Journal
Publication Date: 2018-Apr
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0022-0663
Early Temperament and Middle School Engagement: School Social Relationships as Mediating Processes
Buhs, Eric S.; Koziol, Natalie A.; Rudasill, Kathleen Moritz; Crockett, Lisa J.
Journal of Educational Psychology, v110 n3 p338-354 Apr 2018
Young children's temperament was examined as a potential predictor of early adolescent school engagement, with elementary school teacher-child and peer relationships included as potential mediators of these effects. A large national longitudinal dataset (N = 1,032) was used to estimate structural equations models that showed children's social dissatisfaction and teacher-child closeness mediated links from early temperament (i.e., negative affect, effortful control at age 54 months) to early adolescent (age 11) emotional engagement in school. These findings suggest that aspects of teacher and peer relationships in elementary school classrooms are key mediators of the long-term effects of early childhood temperament on later school engagement.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Student Teacher Relationship Scale
Grant or Contract Numbers: 1R03HD07711301