Peers' Emotionality and Children's Academic Achievement in Second Grade: Testing the Moderating Role of Children's Behavioral Self-Regulation.
Peers' Emotionality and Children's Academic Achievement in Second Grade: Testing the Moderating Role of Children's Behavioral Self-Regulation.
复制标题
二年级同伴情绪与儿童学业成绩：检验儿童行为自我调节的调节作用。
DOI：
10.1111/sode.12657
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Pina,ArmandoA
中科院分区：
文献类型：
--
作者：
Hernández,MacielM;Eisenberg,Nancy;Valiente,Carlos;Spinrad,TracyL;Berger,RebeccaH;Johns,SarahK;Diaz,Anjolii;Gal-Szabo,DianaE;Thompson,MarilynS;Southworth,Jody;Pina,ArmandoA
虽然有兴趣在儿童的学校教育经验的同龄人的作用，很少有研究者研究协会和相关的潜在过程之间的同龄人的情绪，气质的一个方面，和儿童的学业成绩。本研究评估了目标儿童（N= 260）的自我调节，评估了两种行为措施，是否为同伴的情绪和儿童自己的学业成绩在二年级之间的关联的调节功能。对于自我调节能力较高的儿童，同伴的积极情绪与阅读成绩呈正相关。同伴的消极情绪与目标儿童的阅读成绩呈负相关，特别是对于自我调节水平较高的儿童，但与数学成绩无关。同伴的积极和消极情绪并不能预测数学成绩，也没有强有力的证据表明目标儿童的自我调节在这种关联中起调节作用。这项研究强调了儿童的自我调节在调节同伴效应对学业成绩，特别是阅读的潜在作用。
Although there is interest in the role of peers in children's schooling experiences, few researchers have examined associations and related underlying processes between peers’ emotionality, an aspect of temperament, and children's academic achievement. This study evaluated whether target children's (N= 260) own self‐regulation, assessed with two behavioral measures, served a moderating function for associations between peers’ emotionality and children's own academic achievement in second grade. There was a positive association between peers’ positive emotionality and reading scores for children with higher self‐regulation. Peers’ negative emotionality was negatively related to target children's reading scores, particularly for children with higher self‐regulation levels, but was unrelated to math scores. Peers’ positive and negative emotionality did not predict math scores, and there was no strong evidence for the moderating role of target children's self‐regulation in this association. This study highlights the potential role of children's self‐regulation in modulating peer effects on academic achievement, particularly reading.
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