Children's Temperament and Academic Skill Development During First Grade: Teachers' Interaction Styles as Mediators

被引：17

作者：

Viljaranta, Jaana ^{[1
]}

Aunola, Kaisa ^{[1
]}

Mullola, Sari ^{[2
]}

Virkkala, Johanna ^{[1
]}

Hirvonen, Riikka ^{[1
]}

Pakarinen, Eija ^{[1
]}

Nurmi, Jari-Erik ^{[1
]}

机构：

[1] Univ Jyvaskyla, FI-40014 Jyvaskyla, Finland

[2] Univ Helsinki, FIN-00014 Helsinki, Finland

来源：

CHILD DEVELOPMENT | 2015年 / 86卷 / 04期

基金：

芬兰科学院;

关键词：

EFFORTFUL CONTROL; GENDER-DIFFERENCES; SELF-REGULATION; EARLY-CHILDHOOD; SCHOOL; ACHIEVEMENT; CLASSROOM; QUALITY; STUDENTS; COMPETENCE;

D O I：

10.1111/cdev.12379

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The present study followed 156 Finnish children (M-age=7.25years) during the first grade of primary school to examine to what extent parent- and teacher-rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles with the children. The results showed that the impact of children's low task orientation and negative emotionality on their math skill development was mediated via teachers' behavioral control and, among girls, also by psychological control. The negative impact of children's inhibition on math skill development, in turn, was not mediated via teachers' interaction styles. Temperament did not predict the children's reading skill development during first grade.

引用

页码：1191 / 1209

页数：19

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