Prediction of Children's Early Academic Adjustment from Their Temperament: The Moderating Role of Peer Temperament.
Prediction of Children's Early Academic Adjustment from Their Temperament: The Moderating Role of Peer Temperament.
复制标题
从气质预测儿童早期学业调整：同伴气质的调节作用。
DOI：
10.1037/edu0000288
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发表时间：
2019
影响因子：
4.9
通讯作者：
Pina,ArmandoA
中科院分区：
文献类型：
--
作者：
Johns,SarahK;Valiente,Carlos;Eisenberg,Nancy;Spinrad,TracyL;Hernández,MacielM;Southworth,Jody;Berger,RebeccaH;Thompson,MarilynS;Silva,KassondraM;Pina,ArmandoA
本研究的目的是探讨是否目标儿童的气质消极情绪表现力（NEE）和努力控制在秋季幼儿园预测的学术调整在春季和是否同学的NEE和努力控制调节这些关系。秋季通过多种方法测量目标儿童的NEE和努力控制，春季通过阅读和数学标准化测试测量学术适应，并在全年进行课堂参与观察。到了秋天，老师们提名一个同龄人，每个目标孩子都和他相处最久，并对这个同龄人的性格进行评级。高努力控制的目标儿童有高的阅读和数学成绩（ps=. 04和<。001，分别），低NEE的儿童在这一年中的参与增加（p<. 001）。同伴气质与目标儿童的学业适应没有直接关系。同伴的NEE，然而，调节目标儿童的努力控制，以及NEE，和参与的变化之间的关系（ps=。03、与05）。此外，同伴的努力控制调节目标儿童的NEE和阅读之间的关系和投入的变化（ps=。02和。04）。在每一种情况下，目标儿童的气质预测的结果在预期的方向更强烈时，同龄人有低NEE或高努力控制。结果进行了讨论，在儿童的气质如何与学术调整，以及如何NEE之间的关系和变化的参与，特别是，取决于同龄人的气质。
The goal of the study was to examine whether target children’s temperamental negative emotional expressivity (NEE) and effortful control in the fall of kindergarten predicted academic adjustment in the spring and whether a classmate’s NEE and effortful control moderated these relations. Target children’s NEE and effortful control were measured in the fall via multiple methods, academic adjustment was measured via reading and math standardized tests in the spring, and observations of engagement in the classroom were conducted throughout the year. In the fall, teachers nominated a peer with whom each target child spent the most time and rated that peer’s temperament. Target children with high effortful control had high reading and math achievement (ps=. 04 and<. 001, respectively), and children with low NEE increased in engagement during the year (p<. 001). Peers’ temperament did not have a direct relation to target children’s academic adjustment. Peers’ NEE, however, moderated the relation between target children’s effortful control, as well as NEE, and changes in engagement (ps=. 03 and. 05, respectively). Further, peers’ effortful control moderated the relations between target children’s NEE and reading and changes in engagement (ps=. 02 and. 04, respectively). In each case, target children’s temperament predicted the outcome in expected directions more strongly when peers had low NEE or high effortful control. Results are discussed in terms of how children’s temperamental qualities relate to academic adjustment, and how the relation between NEE and changes in engagement, in particular, depends on peers’ temperament.