Kindergartners' Temperament, Classroom Engagement, and Student–teacher Relationship: Moderation by Effortful Control
Kindergartners' Temperament, Classroom Engagement, and Student–teacher Relationship: Moderation by Effortful Control
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幼儿园学生的气质、课堂参与度和师生关系：通过努力控制来调节
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Kathryn Lemery
中科院分区：
文献类型：
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作者：
Carlos Valiente;Jodi Swanson;Kathryn Lemery
本研究的目的是考察幼儿(N=291；年龄=5岁)的努力控制(EC)、冲动、愤怒或害羞是否能预测他们的课堂参与度、学校喜好和师生关系。家长和老师报告了孩子的气质。儿童的EC和冲动性也用持续操作任务进行了评估。教师和儿童报告了课堂参与度和学校喜好，教师报告了学生与教师的关系。与预测一致的是，EC经常与结果呈正相关。冲动和愤怒通常都与结果负相关。害羞和师生关系之间也出现了二次关系的证据，呈倒U形。有证据表明，欧共体缓和了许多主要影响。随后对冲动和愤怒的分析表明，负向关系通常只与低EC儿童有关，而与害羞的负相关关系则与EC高儿童有关。研究结果表明，在考虑气质成分与学校早期成功指数的多种联系方式时，这种方法是有用的。
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.
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