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

doi:10.1016/j.appdev.2017.10.001

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 journal › Article › peer-review

9 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 language	English (US)
Pages (from-to)	108-119
Number of pages	12
Journal	Journal of Applied Developmental Psychology
Volume	53
DOIs	https://doi.org/10.1016/j.appdev.2017.10.001
State	Published - 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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10.1016/j.appdev.2017.10.001

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title = "Effortful control and school adjustment: The moderating role of classroom chaos",

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.",

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author = "Berger, {Rebecca H.} and Carlos Valiente and Nancy Eisenberg and Hern{\'a}ndez, {Maciel M.} and Marilyn Thompson and Tracy Spinrad and Sarah VanSchyndel and Kassondra Silva and Jody Southworth",

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year = "2017",

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AU - Berger, Rebecca H.

AU - Valiente, Carlos

AU - Eisenberg, Nancy

AU - Hernández, Maciel M.

AU - Thompson, Marilyn

AU - Spinrad, Tracy

AU - VanSchyndel, Sarah

AU - Silva, Kassondra

AU - Southworth, Jody

PY - 2017/11

Y1 - 2017/11

N2 - 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.

AB - 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.

KW - Chaos

KW - Classroom environment

KW - Kindergarten

KW - School liking and avoidance

KW - Self-regulation

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ER -

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

Abstract

Keywords

ASJC Scopus subject areas

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