Effortful control and school adjustment: The moderating role of classroom chaos

Rebecca H. Berger, Carlos Valiente, Nancy Eisenberg, Maciel M. Hernández, Marilyn Thompson, Tracy Spinrad, Sarah VanSchyndel, Kassondra Silva, Jody Southworth

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

Guided by the person by environment framework, the primary goal of this study was to determine whether classroom chaos moderated the relation between effortful control and kindergarteners' school adjustment. Classroom observers reported on children's (N = 301) effortful control in the fall. In the spring, teachers reported on classroom chaos and school adjustment outcomes (teacher-student relationship closeness and conflict, and school liking and avoidance). Cross-level interactions between effortful control and classroom chaos predicting school adjustment outcomes were assessed. A consistent pattern of interactions between effortful control and classroom chaos indicated that the relations between effortful control and the school adjustment outcomes were strongest in high chaos classrooms. Post-hoc analyses indicated that classroom chaos was associated with poor school adjustment when effortful control was low, suggesting that the combination of high chaos and low effortful control was associated with the poorest school outcomes.

Original languageEnglish (US)
Pages (from-to)108-119
Number of pages12
JournalJournal of Applied Developmental Psychology
Volume53
DOIs
StatePublished - Nov 2017

Keywords

  • Chaos
  • Classroom environment
  • Kindergarten
  • School liking and avoidance
  • Self-regulation
  • Teacher-student relationships

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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