Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school

Anjolii Diaz, Nancy Eisenberg, Carlos Valiente, Sarah VanSchyndel, Tracy Spinrad, Rebecca Berger, Maciel M. Hernandez, Kassondra M. Silva, Jody Southworth

Research output: Contribution to journalArticlepeer-review

25 Scopus citations

Abstract

The current study examined the role of naturally-occurring negative and positive emotion expressivity in kindergarten and children's effortful control (EC) on their relationships with teachers, academic engagement, and problems behaviors in school. Further, the potential moderating role of EC on these important school outcomes was assessed. Emotion and engagement were observed at school. EC was assessed by multiple methods. Teachers reported on their student–teacher relationships and students’ externalizing behaviors. Children's emotion expressivity and EC were related to engagement and relationships with teachers as well as behavioral problems at school. Children low in EC may be particularly vulnerable to the poor outcomes associated with relatively intense emotion expressivity as they struggle to manage their emotions and behaviors in the classroom.

Original languageEnglish (US)
Pages (from-to)3-14
Number of pages12
JournalJournal of Research in Personality
Volume67
DOIs
StatePublished - Apr 1 2017

Keywords

  • Academic engagement
  • Behavioral problems
  • Effortful control
  • Emotion
  • Student–teacher relationships
  • Temperament

ASJC Scopus subject areas

  • Social Psychology
  • Psychology(all)

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