Abstract
Panel mediation models and fixed-effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD =.39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First-grade EC mediated the relation between parents' reactions at kindergarten and second-grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time-invariant covariates of EC and math achievement were controlled, first-grade EC no longer predicted second-grade math achievement.
Original language | English (US) |
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Pages (from-to) | 1932-1947 |
Number of pages | 16 |
Journal | Child development |
Volume | 85 |
Issue number | 5 |
DOIs | |
State | Published - 2014 |
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Education
- Developmental and Educational Psychology