Kindergartners' Temperament, Classroom Engagement, and Student-teacher Relationship: Moderation by Effortful Control

Research output: Contribution to journalArticle

60 Citations (Scopus)

Abstract

The purpose of this study was to examine whether kindergartners' (N = 291; M age = 5 years) effortful control (EC), impulsivity, anger, or shyness predict their classroom participation, school liking, and student-teacher relationship. Parents and teachers reported on children's temperament. Children's EC and impulsivity were also assessed with the Continuous Performance Task. Teachers and children reported on classroom participation and school liking, and teachers reported on the student-teacher relationship. Consistent with predictions, EC was frequently positively related to the outcomes. Both impulsivity and anger were often negatively related to the outcomes. Evidence of a quadratic relation, in the form of an inverted U, between shyness and the student-teacher relationship also emerged. There was evidence that EC moderated many of the main effects. Subsequent analyses for impulsivity and anger demonstrated that the negative relations were often only for children low in EC whereas the negative relation for shyness was for children high in EC. Findings illustrate the utility in considering multiple ways components of temperament relate to early indices of school success.

Original languageEnglish (US)
Pages (from-to)558-576
Number of pages19
JournalSocial Development
Volume21
Issue number3
DOIs
StatePublished - Aug 2012

Fingerprint

Temperament
Impulsive Behavior
student teacher
Shyness
Students
Anger
classroom
anger
teacher
Task Performance and Analysis
school success
participation
school
Parents
evidence
parents
performance

Keywords

  • Engagement
  • Student-teacher relationship
  • Temperament

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Sociology and Political Science
  • Social Sciences (miscellaneous)

Cite this

Kindergartners' Temperament, Classroom Engagement, and Student-teacher Relationship : Moderation by Effortful Control. / Valiente, Carlos; Swanson, Jodi; Lemery, Kathryn.

In: Social Development, Vol. 21, No. 3, 08.2012, p. 558-576.

Research output: Contribution to journalArticle

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