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

被引：58

作者：

Diaz, Anjolii ^{[1
,3
]}

Eisenberg, Nancy ^{[2
]}

Valiente, Carlos ^{[1
]}

VanSchyndel, Sarah ^{[2
]}

Spinrad, Tracy L. ^{[1
]}

Berger, Rebecca ^{[1
]}

Hernandez, Maciel M. ^{[2
]}

Silva, Kassondra M. ^{[1
]}

Southworth, Jody ^{[1
]}

机构：

[1] Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, Tempe, AZ 85281 USA

[2] Arizona State Univ, Dept Psychol, POB 871104, Tempe, AZ 85287 USA

[3] Ball State Univ, Dept Psychol Sci, Muncie, IN 47306 USA

来源：

JOURNAL OF RESEARCH IN PERSONALITY | 2017年 / 67卷

基金：

美国国家卫生研究院;

关键词：

Behavioral problems; Effortful control; Emotion; Academic engagement; Student-teacher relationships; Temperament; CHILD RELATIONSHIP QUALITY; EMOTION-REGULATION; PROBLEM BEHAVIOR; TEMPERAMENT; ACHIEVEMENT; TRAJECTORIES; PREDICTION; ANTECEDENTS; CONTINUITY; SIMILARITIES;

D O I：

10.1016/j.jrp.2015.11.002

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

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. (C) 2015 Elsevier Inc. All rights reserved.

引用

页码：3 / 14

页数：12

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