81 research outputs found
Prediction of Children\u27s Early Academic Adjustment from Their Temperament: The Moderating Role of Peer Temperament
The goal of the study was to examine whether target children’s temperamental negative emotional expressivity (NEE) and effortful control in the fall of kindergarten predicted academic adjustment in the spring and whether a classmate’s NEE and effortful control moderated these relations. Target children’s NEE and effortful control were measured in the fall via multiple methods, academic adjustment was measured via reading and math standardized tests in the spring, and observations of engagement in the classroom were conducted throughout the year. In the fall, teachers nominated a peer with whom each target child spent the most time and rated that peer’s temperament. Target children with high effortful control had high reading and math achievement (ps = .04 and \u3c .001, respectively), and children with low NEE increased in engagement during the year (p \u3c .001). Peers’ temperament did not have a direct relation to target children’s academic adjustment. Peers’ NEE, however, moderated the relation between target children’s effortful control, as well as NEE, and changes in engagement (ps = .03 and .05, respectively). Further, peers’ effortful control moderated the relations between target children’s NEE and reading and changes in engagement (ps = .02 and .04, respectively). In each case, target children’s temperament predicted the outcome in expected directions more strongly when peers had low NEE or high effortful control. Results are discussed in terms of how children’s temperamental qualities relate to academic adjustment, and how the relation between NEE and changes in engagement, in particular, depends on peers’ temperament
Children’s Quantification with Every Over Time
This article looks closely at two types of errors children have been shown to make with universal quantification—Exhaustive Pairing (EP) errors and Underexhaustive errors—and asks whether they reflect the same underlying phenomenon. In a large-scale, longitudinal study, 140 children were tested 4 times from ages 4 to 7 on sentences involving the universal quantifier every. We find an interesting inverse relationship between EP errors and Underexhaustive errors over development: the point at which children stop making Underexhaustive errors is also when they begin making EP errors. Underexhaustive errors, common at early stages in our study, may be indicative of a non-adult, non-exhaustive semantics for every. EP errors, which emerge later, and remain frequent even at age 7, are progressive in nature and were also found with adults in a control study. Following recent developmental work (Drozd and van Loosbroek 2006; Smits 2010), we suggest that these errors do not signal lack of knowledge, but may stem from independent difficulties appropriately restricting the quantifier domain in the presence of a salient, but irrelevant, extra object
Links Among Italian Preschoolers’ Socioemotional Competence, Teacher–Child Relationship Quality, and Peer Acceptance
Research Findings: The purpose of the present study was to examine the relationships among teacher–child relationship quality (close, conflictive, and dependent), children’s social behavior, and peer likability in a sample of Italian preschool-age children (46 boys, 42 girls). Preschool 10 teachers evaluated the quality of the teacher–child relationship and children’s social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was mea- sured using a sociometric procedure. Results indicated that conflictual teacher–child relationships were related to high aggressive behavior, and dependent teacher–child relationships were positively associated with children’s anxiety-withdrawal. Moreover, we found an indirect association between 15 close teacher–child relationship quality and peer likability through children’s social competence. Practice or Policy: The findings provide evidence that the teacher–child relationship is critical for children’s social behaviors and that social competence was uniquely related to peer likability.Research Findings: The purpose of the present study was to examine the relationships among teacher–child relationship quality (close, conflictive, and dependent), children’s social behavior,
and peer likability in a sample of Italian preschool-age children (46 boys, 42 girls). Preschool 10 teachers evaluated the quality of the teacher–child relationship and children’s social behaviors
(i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was mea-
sured using a sociometric procedure. Results indicated that conflictual teacher–child relationships
were related to high aggressive behavior, and dependent teacher–child relationships were positively associated with children’s anxiety-withdrawal. Moreover, we found an indirect association between 15 close teacher–child relationship quality and peer likability through children’s social competence. Practice or Policy: The findings provide evidence that the teacher–child relationship is critical for children’
Self-regulation, effortful control, and their socioemotional correlates
International audienc
The moderating role of internalizing emotionality on the relation of self-regulation to social adjustment in Italian preschool aged children
The purpose of this study was to examine the moderating role of internalising
negative emotionality (i.e., anxious, concerned, and embarrassed displays) in the
association between children’s self-regulation and social adjustment. Seventy-four
Italian children (44 girls, 30 boys; M age = 35.05 months, SD = 3.57) were assessed
using two self-regulation tasks. Internalising negative emotionality was assessed
through observations of children’s emotion expressions during the tasks. Teachers
evaluated children’s social competence and internalising and externalising
problems. Results demonstrated that among children who exhibited internalising
negative emotionality, self-regulation was positively associated with social
competence and negatively related to externalising problems. Our results suggest
that self-regulation may play a crucial role for social adjustment when children
show emotions such as anxiety and embarrassment during challenging situations
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