Can Temperament Predict School Readiness in At-Risk Kindergarteners? A Combination of Variable-Oriented and Person-Oriented Approaches

Autor/inn/en	Gobeil-Bourdeau, Jasmine; Lemelin, Jean-Pascal; Letarte, Marie-Josée; Laurent, Angélique
Titel	Can Temperament Predict School Readiness in At-Risk Kindergarteners? A Combination of Variable-Oriented and Person-Oriented Approaches
Quelle	In: Early Education and Development, 33 (2022) 7, S.1117-1136 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laurent, Angélique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1947633
Schlagwörter	Personality Traits; Affective Behavior; School Readiness; Kindergarten; At Risk Students; Preschool Children; Correlation; Predictor Variables; Foreign Countries; Individual Characteristics; Canada; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Affective disturbance; Active behaviour; Affektive Störung; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Prädiktor; Ausland; Personality traits; Kanada
Abstract	Research Findings: In this study, a combination of variable-oriented and person-oriented statistical analyses was used to examine the links between three temperament factors (negative affectivity, surgency/extraversion, effortful control) evaluated before entry into kindergarten and the cognitive and socioemotional dimensions of school readiness measured at the end of kindergarten. The sample included 98 children considered to be at risk because of their poor school readiness seven months before kindergarten entry. Multiple linear regressions showed that the temperament factors were associated differentially with the school readiness dimensions at the end of kindergarten. Three school readiness profiles (moderate cognitive and socioemotional risk, high socioemotional risk, high cognitive risk) were identified through latent profile analyses. A multinomial logistic regression showed that the temperament factors helped predict membership in the profiles. Practice or policy: Temperament thus represents an important determinant of school readiness and could be used to identify, within an at-risk population, children who are likely to present risks of a different nature at the end of kindergarten. Prevention programs and closer supervision during the transition to school could then be offered to these children. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01