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
N1 - Funding Information:
Authors' Notes: This material is based upon work supported by the National Science Foundation , through funding provided to the first author, under Grant No. DGE-131123 . Additional support was provided by the T. Denny Sanford School of Social and Family Dynamics as part of the Kindergarten Project ( http://kindergartenproject.org ) and the Arizona State University Cowden Endowment . The opinions expressed are those of the authors and do not represent views of the National Science Foundation, T. Denny Sanford School of Social and Family Dynamics, or Cowden Endowment. An earlier version of this paper was presented at the American Education Research Association annual meeting in Philadelphia, PA in April 2014.
Publisher Copyright:
© 2015 Elsevier Inc.
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
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U2 - 10.1016/j.lindif.2015.11.016
DO - 10.1016/j.lindif.2015.11.016
M3 - Article
AN - SCOPUS:84957973793
SN - 1041-6080
VL - 45
SP - 199
EP - 207
JO - Learning and Individual Differences
JF - Learning and Individual Differences
ER -