Prediction of Children's Early Academic Adjustment from Their Temperament: The Moderating Role of Peer Temperament

Autor/inn/en	Johns, Sarah K.; Valiente, Carlos; Eisenberg, Nancy; Spinrad, Tracy L.; Hernández, Maciel M.; Southworth, Jody; Berger, Rebecca H.; Thompson, Marilyn S.; Silva, Kassondra M.; Pina, Armando A.
Titel	Prediction of Children's Early Academic Adjustment from Their Temperament: The Moderating Role of Peer Temperament
Quelle	In: Journal of Educational Psychology, 111 (2019) 3, S.542-555 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000288
Schlagwörter	Personality Traits; Emotional Response; Self Control; Kindergarten; Predictor Variables; Student Adjustment; Peer Influence; Reading Achievement; Mathematics Achievement; Student Characteristics; Arizona (Phoenix); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Emotionales Verhalten; Selbstbeherrschung; Prädiktor; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	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 = 0.04 and < 0.001, respectively), and children with low NEE increased in engagement during the year (p < 0.001). 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 = 0.03 and 0.05, respectively). Further, peers' effortful control moderated the relations between target children's NEE and reading and changes in engagement (ps = 0.02 and 0.04, 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. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01