TY - JOUR
T1 - Trajectories of the expression of negative emotion from kindergarten to first grade
T2 - Associations with academic outcomes
AU - Hernández, Maciel M.
AU - Eisenberg, Nancy
AU - Valiente, Carlos
AU - Thompson, Marilyn
AU - Spinrad, Tracy
AU - Grimm, Kevin
AU - VanSchyndel, Sarah K.
AU - Berger, Rebecca H.
AU - Silva, Kassondra M.
AU - Pina, Armando
AU - Southworth, Jody
AU - Gal, Diana E.
N1 - Funding Information:
Research reported in this publication was supported by the Eunice Kennedy Shriver National Institute of Child Health & Human Development of the National Institutes of Health under Award Number R01HD068522, awarded to Nancy Eisenberg and Carlos Valiente. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. We thank the participating families, schools, staff, and research assistants who took part in this study.
Publisher Copyright:
© 2017 American Psychological Association.
PY - 2018/4
Y1 - 2018/4
N2 - We examined individual trajectories, across four time points, of children's (N = 301) expression of negative emotion in classroom settings and whether these trajectories predicted their observed school engagement, teacher-reported academic skills, and passage comprehension assessed with a standardized measure in first grade. In latent growth curve analyses, negative expressivity declined from kindergarten to first grade, with significant individual differences in trajectories. Negative expressivity in kindergarten inversely predicted first-grade school engagement and teacher-reported academic skills, and the slope of negative expressivity from kindergarten to first grade inversely predicted school engagement (e.g., increasing negative expressivity was associated with lower school engagement). In addition, we examined whether prior academic functioning in kindergarten moderated the association between negative expressivity (level in kindergarten and change over time) and academic functioning in first grade. The slope of negative expressivity was negatively associated with first-grade school engagement and passage comprehension for children who had lower kindergarten school engagement and passage comprehension, respectively, but was unrelated for those with higher academic functioning in kindergarten. That is, for children who had lower kindergarten school engagement and passage comprehension, greater declines in negative expressivity were associated with higher first-grade school engagement and passage comprehension, respectively. The findings suggest that negative emotional expressivity in school is associated with academic outcomes in first grade, and, in some cases, this association is more pronounced for children who had lower kindergarten academic functioning.
AB - We examined individual trajectories, across four time points, of children's (N = 301) expression of negative emotion in classroom settings and whether these trajectories predicted their observed school engagement, teacher-reported academic skills, and passage comprehension assessed with a standardized measure in first grade. In latent growth curve analyses, negative expressivity declined from kindergarten to first grade, with significant individual differences in trajectories. Negative expressivity in kindergarten inversely predicted first-grade school engagement and teacher-reported academic skills, and the slope of negative expressivity from kindergarten to first grade inversely predicted school engagement (e.g., increasing negative expressivity was associated with lower school engagement). In addition, we examined whether prior academic functioning in kindergarten moderated the association between negative expressivity (level in kindergarten and change over time) and academic functioning in first grade. The slope of negative expressivity was negatively associated with first-grade school engagement and passage comprehension for children who had lower kindergarten school engagement and passage comprehension, respectively, but was unrelated for those with higher academic functioning in kindergarten. That is, for children who had lower kindergarten school engagement and passage comprehension, greater declines in negative expressivity were associated with higher first-grade school engagement and passage comprehension, respectively. The findings suggest that negative emotional expressivity in school is associated with academic outcomes in first grade, and, in some cases, this association is more pronounced for children who had lower kindergarten academic functioning.
KW - Academic achievement
KW - Elementary school
KW - Latent growth curve analysis
KW - Observed negative emotional expressivity
KW - School engagement
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U2 - 10.1037/edu0000213
DO - 10.1037/edu0000213
M3 - Article
AN - SCOPUS:85038610293
SN - 0022-0663
VL - 110
SP - 324
EP - 337
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 3
ER -