Longitudinal Relations among Parents' Reactions to Children's Negative Emotions, Effortful Control, and Math Achievement in Early Elementary School

Autor/inn/en	Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; Bradley, Robert H.; Eggum-Wilkens, Natalie D.
Titel	Longitudinal Relations among Parents' Reactions to Children's Negative Emotions, Effortful Control, and Math Achievement in Early Elementary School
Quelle	In: Child Development, 85 (2014) 5, S.1932-1947 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12260
Schlagwörter	Longitudinal Studies; Parent Attitudes; Emotional Response; Child Behavior; Self Control; Mathematics Achievement; Correlation; Kindergarten; Models; Grade 1; Grade 2; Elementary School Students; Age Differences; Standardized Tests; Responses; Socialization; Predictor Variables + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternverhalten; Emotionales Verhalten; Selbstbeherrschung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Analogiemodell; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Age; Difference; Age difference; Altersunterschied; Standadised tests; Standardisierter Test; Socialisation; Sozialisation; Prädiktor
Abstract	Panel mediation models and fixed-effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = 0.39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First-grade EC mediated the relation between parents' reactions at kindergarten and second-grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time-invariant covariates of EC and math achievement were controlled, first-grade EC no longer predicted second-grade math achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10