Longitudinal Relations Among Parents' Reactions to Children's Negative Emotions, Effortful Control, and Math Achievement in Early Elementary School

• Autores: Jodi Swanson, Carlos Valiente Barroso, Kathryn Lemery-Chalfant, Robert H. Bradley, Natalie D. Eggum-Wilkens
• Localización: Child development, ISSN 0009-3920, Vol. 85, Nº. 5, 2014, págs. 1932-1947
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • 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.