Longitudinal relations among parents' reactions to children's negative emotions, effortful control, and math achievement in early elementary school

Jodi Swanson, Carlos Valiente, Kathryn Lemery, Robert Bradley, Natalie D. Eggum-Wilkens

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

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 languageEnglish (US)
Pages (from-to)1932-1947
Number of pages16
JournalChild development
Volume85
Issue number5
DOIs
StatePublished - 2014

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

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