Early Temperament and Middle School Engagement: School Social Relationships as Mediating Processes

Autor/inn/en	Buhs, Eric S.; Koziol, Natalie A.; Rudasill, Kathleen Moritz; Crockett, Lisa J.
Titel	Early Temperament and Middle School Engagement: School Social Relationships as Mediating Processes
Quelle	In: Journal of Educational Psychology, 110 (2018) 3, S.338-354 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000224
Schlagwörter	Early Adolescents; Learner Engagement; Young Children; Predictor Variables; Elementary School Students; Elementary School Teachers; Teacher Student Relationship; Peer Relationship; Structural Equation Models; Middle School Students; Emotional Response; Behavior Problems; Longitudinal Studies; Grade 6; Student Characteristics; Questionnaires; Grade 3; Grade 5; Measures (Individuals); Rating Scales; Personality Traits; Statistical Analysis; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Frühe Kindheit; Prädiktor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Emotionales Verhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 06; 6. Schuljahr; Schuljahr 06; Fragebogen; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Messdaten; Rating-Skala; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Statistische Analyse
Abstract	Young children's temperament was examined as a potential predictor of early adolescent school engagement, with elementary school teacher-child and peer relationships included as potential mediators of these effects. A large national longitudinal dataset (N = 1,032) was used to estimate structural equations models that showed children's social dissatisfaction and teacher-child closeness mediated links from early temperament (i.e., negative affect, effortful control at age 54 months) to early adolescent (age 11) emotional engagement in school. These findings suggest that aspects of teacher and peer relationships in elementary school classrooms are key mediators of the long-term effects of early childhood temperament on later school engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01