ERIC Number: EJ987117
Record Type: Journal
Publication Date: 2012-Aug
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0961-205X
EISSN: N/A
Kindergartners' Temperament, Classroom Engagement, and Student-Teacher Relationship: Moderation by Effortful Control
Valiente, Carlos; Swanson, Jodi; Lemery-Chalfant, Kathryn
Social Development, v21 n3 p558-576 Aug 2012
The purpose of this study was to examine whether kindergartners' (N = 291; M age = 5 years) effortful control (EC), impulsivity, anger, or shyness predict their classroom participation, school liking, and student-teacher relationship. Parents and teachers reported on children's temperament. Children's EC and impulsivity were also assessed with the Continuous Performance Task. Teachers and children reported on classroom participation and school liking, and teachers reported on the student-teacher relationship. Consistent with predictions, EC was frequently positively related to the outcomes. Both impulsivity and anger were often negatively related to the outcomes. Evidence of a quadratic relation, in the form of an inverted U, between shyness and the student-teacher relationship also emerged. There was evidence that EC moderated many of the main effects. Subsequent analyses for impulsivity and anger demonstrated that the negative relations were often only for children low in EC whereas the negative relation for shyness was for children high in EC. Findings illustrate the utility in considering multiple ways components of temperament relate to early indices of school success. (Contains 2 tables, 2 figures, and 2 notes.)
Descriptors: Kindergarten, Teacher Student Relationship, Psychological Patterns, Student Attitudes, Shyness, Conceptual Tempo, Personality, Learner Engagement, Student Participation, Parent Attitudes, Teacher Attitudes, Prediction, Academic Achievement, Social Development, Emotional Development, Child Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A