Children's Temperament and Academic Skill Development during First Grade: Teachers' Interaction Styles as Mediators

Autor/inn/en	Viljaranta, Jaana; Aunola, Kaisa; Mullola, Sari; Virkkala, Johanna; Hirvonen, Riikka; Pakarinen, Eija; Nurmi, Jari-Erik
Titel	Children's Temperament and Academic Skill Development during First Grade: Teachers' Interaction Styles as Mediators
Quelle	In: Child Development, 86 (2015) 4, S.1191-1209 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12379
Schlagwörter	Foreign Countries; Elementary School Students; Grade 1; Personality Traits; Student Characteristics; Influences; Reading Skills; Mathematics Skills; Teacher Student Relationship; Interaction; Emotional Response; Learner Engagement; Behavior Modification; Gender Differences; Teacher Role; Inhibition; Skill Development; Power Structure; Finland + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Influence; Einfluss; Einflussfaktor; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Emotionales Verhalten; Behaviour modification; Verhaltensänderung; Geschlechterkonflikt; Lehrerrolle; Hemmung; Kompetenzentwicklung; Qualifikationsentwicklung; Finnland
Abstract	The present study followed 156 Finnish children (M[subscript age] = 7.25 years) during the first grade of primary school to examine to what extent parent- and teacher-rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles with the children. The results showed that the impact of children's low task orientation and negative emotionality on their math skill development was mediated via teachers' behavioral control and, among girls, also by psychological control. The negative impact of children's inhibition on math skill development, in turn, was not mediated via teachers' interaction styles. Temperament did not predict the children's reading skill development during first grade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01