Trajectories of the Expression of Negative Emotion from Kindergarten to First Grade: Associations with Academic Outcomes

Autor/inn/en	Hernández, Maciel M.; Eisenberg, Nancy; Valiente, Carlos; Thompson, Marilyn S.; Spinrad, Tracy L.; Grimm, Kevin J.; VanSchyndel, Sarah K.; Berger, Rebecca H.; Silva, Kassondra M.; Pina, Armando A.; Southworth, Jody; Gal, Diana E.
Titel	Trajectories of the Expression of Negative Emotion from Kindergarten to First Grade: Associations with Academic Outcomes
Quelle	In: Journal of Educational Psychology, 110 (2018) 3, S.324-337 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hernández, Maciel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000213
Schlagwörter	Kindergarten; Grade 1; Negative Attitudes; Emotional Response; Predictor Variables; Learner Engagement; Academic Ability; Reading Comprehension; Age Differences; Teacher Surveys; Observation; Achievement Tests; Student Characteristics; Correlation; Statistical Analysis; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Negative Fixierung; Emotionales Verhalten; Prädiktor; Leseverstehen; Age; Difference; Age difference; Altersunterschied; Beobachtung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Statistische Analyse
Abstract	We examined individual trajectories, across four time points, of children's (N = 301) expression of negative emotion in classroom settings and whether these trajectories predicted their observed school engagement, teacher-reported academic skills, and passage comprehension assessed with a standardized measure in first grade. In latent growth curve analyses, negative expressivity declined from kindergarten to first grade, with significant individual differences in trajectories. Negative expressivity in kindergarten inversely predicted first-grade school engagement and teacher-reported academic skills, and the slope of negative expressivity from kindergarten to first grade inversely predicted school engagement (e.g., increasing negative expressivity was associated with lower school engagement). In addition, we examined whether prior academic functioning in kindergarten moderated the association between negative expressivity (level in kindergarten and change over time) and academic functioning in first grade. The slope of negative expressivity was negatively associated with first-grade school engagement and passage comprehension for children who had lower kindergarten school engagement and passage comprehension, respectively, but was unrelated for those with higher academic functioning in kindergarten. That is, for children who had lower kindergarten school engagement and passage comprehension, greater declines in negative expressivity were associated with higher first-grade school engagement and passage comprehension, respectively. The findings suggest that negative emotional expressivity in school is associated with academic outcomes in first grade, and, in some cases, this association is more pronounced for children who had lower kindergarten academic functioning. (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	2020/1/01