The role of emotion regulation in children's early academic success
The role of emotion regulation in children's early academic success
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DOI：
10.1016/j.jsp.2006.09.002
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发表时间：
2007-02-01
影响因子：
5
通讯作者：
Calkins, Susan D.
中科院分区：
文献类型：
--
作者：
Graziano, Paulo A.;Reavis, Rachael D.;Calkins, Susan D.
这项研究以 325 名幼儿园儿童为样本，调查了情绪调节对儿童早期学业成功的作用。一项中介分析探讨了情绪调节与儿童早期学业成功相关的潜在机制。结果表明，情绪调节与教师对儿童学业成功和课堂生产力的报告以及标准化的早期识字和数学成绩分数呈正相关。与预测相反，儿童行为问题和师生关系质量并没有调节这些关系。然而，即使在考虑了智商之后，情绪调节和师生关系的质量也能独特地预测学业成绩。研究结果讨论了情绪调节技能如何促进儿童发展积极的师生关系以及认知处理和独立学习行为，所有这些对于学业动机和成功都很重要。 (c) 2006 年学校心理学研究会。由爱思唯尔有限公司出版。保留所有权利。
This study investigated the role of emotion regulation in children's early academic success using a sample of 325 kindergarteners. A mediational analysis addressed the potential mechanisms through which emotion regulation relates to children's early academic success. Results indicated that emotion regulation was positively associated with teacher reports of children's academic success and productivity in the classroom and standardized early literacy and math achievement scores. Contrary to predictions, child behavior problems and the quality of the student teacher relationship did not mediate these relations. However, emotion regulation and the quality of the student-teacher relationship uniquely predicted academic outcomes even after accounting for IQ. Findings are discussed in terms of how emotion regulation skills facilitate children's development of a positive student-teacher relationship as well as cognitive processing and independent learning behavior, all of which are important for academic motivation and success. (c) 2006 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.