Considering child effortful control in the context of teacher effortful control: Implications for kindergarten success

Larissa Michelle Gaias, Tashia Abry, Jodi Swanson, Richard Fabes

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Children's effortful control (EC) has been consistently predicts academic and social adjustment; however, researchers have not yet examined children's EC in conjunction with the EC of their teachers. Using membership to EC similarity/dissimilarity pairings, we examined whether the alignment of kindergarten children's EC levels and their teachers' EC levels (e.g., high child EC/high teacher EC, low child EC/high teacher EC) was associated with math and reading performance, school liking, and closeness and conflict in student-teacher relationships. Results from multilevel regression models indicated that high-EC children who had high-EC teachers tended to have better basic math and reading scores and enjoy school more than their peers in other pairings. Low-EC children who had high-EC teachers had the least close and most conflictual relationships with their teachers. Findings have implications for professional development aimed to help teachers better understand and respond to students temperamentally similar or dissimilar to themselves.

Original languageEnglish (US)
Pages (from-to)199-207
Number of pages9
JournalLearning and Individual Differences
Volume45
DOIs
StatePublished - Jan 1 2016

Fingerprint

kindergarten
teacher
Reading
Students
Social Adjustment
Research Personnel
social adjustment
kindergarten child
school
student teacher

Keywords

  • Academic performance
  • Child effortful control
  • Kindergarten adjustment
  • Student-teacher relationships
  • Teacher effortful control

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Education

Cite this

Considering child effortful control in the context of teacher effortful control : Implications for kindergarten success. / Gaias, Larissa Michelle; Abry, Tashia; Swanson, Jodi; Fabes, Richard.

In: Learning and Individual Differences, Vol. 45, 01.01.2016, p. 199-207.

Research output: Contribution to journalArticle

@article{f0291d18c6c14a8d88852ffa29d98573,
title = "Considering child effortful control in the context of teacher effortful control: Implications for kindergarten success",
abstract = "Children's effortful control (EC) has been consistently predicts academic and social adjustment; however, researchers have not yet examined children's EC in conjunction with the EC of their teachers. Using membership to EC similarity/dissimilarity pairings, we examined whether the alignment of kindergarten children's EC levels and their teachers' EC levels (e.g., high child EC/high teacher EC, low child EC/high teacher EC) was associated with math and reading performance, school liking, and closeness and conflict in student-teacher relationships. Results from multilevel regression models indicated that high-EC children who had high-EC teachers tended to have better basic math and reading scores and enjoy school more than their peers in other pairings. Low-EC children who had high-EC teachers had the least close and most conflictual relationships with their teachers. Findings have implications for professional development aimed to help teachers better understand and respond to students temperamentally similar or dissimilar to themselves.",
keywords = "Academic performance, Child effortful control, Kindergarten adjustment, Student-teacher relationships, Teacher effortful control",
author = "Gaias, {Larissa Michelle} and Tashia Abry and Jodi Swanson and Richard Fabes",
year = "2016",
month = "1",
day = "1",
doi = "10.1016/j.lindif.2015.11.016",
language = "English (US)",
volume = "45",
pages = "199--207",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Elsevier BV",

}

TY - JOUR

T1 - Considering child effortful control in the context of teacher effortful control

T2 - Implications for kindergarten success

AU - Gaias, Larissa Michelle

AU - Abry, Tashia

AU - Swanson, Jodi

AU - Fabes, Richard

PY - 2016/1/1

Y1 - 2016/1/1

N2 - Children's effortful control (EC) has been consistently predicts academic and social adjustment; however, researchers have not yet examined children's EC in conjunction with the EC of their teachers. Using membership to EC similarity/dissimilarity pairings, we examined whether the alignment of kindergarten children's EC levels and their teachers' EC levels (e.g., high child EC/high teacher EC, low child EC/high teacher EC) was associated with math and reading performance, school liking, and closeness and conflict in student-teacher relationships. Results from multilevel regression models indicated that high-EC children who had high-EC teachers tended to have better basic math and reading scores and enjoy school more than their peers in other pairings. Low-EC children who had high-EC teachers had the least close and most conflictual relationships with their teachers. Findings have implications for professional development aimed to help teachers better understand and respond to students temperamentally similar or dissimilar to themselves.

AB - Children's effortful control (EC) has been consistently predicts academic and social adjustment; however, researchers have not yet examined children's EC in conjunction with the EC of their teachers. Using membership to EC similarity/dissimilarity pairings, we examined whether the alignment of kindergarten children's EC levels and their teachers' EC levels (e.g., high child EC/high teacher EC, low child EC/high teacher EC) was associated with math and reading performance, school liking, and closeness and conflict in student-teacher relationships. Results from multilevel regression models indicated that high-EC children who had high-EC teachers tended to have better basic math and reading scores and enjoy school more than their peers in other pairings. Low-EC children who had high-EC teachers had the least close and most conflictual relationships with their teachers. Findings have implications for professional development aimed to help teachers better understand and respond to students temperamentally similar or dissimilar to themselves.

KW - Academic performance

KW - Child effortful control

KW - Kindergarten adjustment

KW - Student-teacher relationships

KW - Teacher effortful control

UR - http://www.scopus.com/inward/record.url?scp=84957973793&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84957973793&partnerID=8YFLogxK

U2 - 10.1016/j.lindif.2015.11.016

DO - 10.1016/j.lindif.2015.11.016

M3 - Article

AN - SCOPUS:84957973793

VL - 45

SP - 199

EP - 207

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -