Emotional expression in school context, social relationships, and academic adjustment in kindergarten
| Autor: | Marilyn S. Thompson, Maciel M. Hernández, Kassondra M. Silva, Nathan Terrell, Rebecca H. Berger, Tracy L. Spinrad, Carlos Valiente, Sarah K. VanSchyndel, Anjolii Diaz, Jody Southworth, Nancy Eisenberg |
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| Rok vydání: | 2016 |
| Předmět: |
Male
Emotions education PsycINFO Academic achievement behavioral disciplines and activities Article Peer Group Developmental psychology mental disorders Humans Interpersonal Relations 0501 psychology and cognitive sciences Emotional expression Students Competence (human resources) General Psychology Schools 05 social sciences 050301 education Peer acceptance Academic skills Child Preschool Social relationship Female School engagement Psychology Social Adjustment 0503 education Social psychology 050104 developmental & child psychology |
| Zdroj: | Emotion. 16:553-566 |
| ISSN: | 1931-1516 1528-3542 |
| Popis: | This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher-student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher-student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher-student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher-student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. (PsycINFO Database Record |
| Databáze: | OpenAIRE |
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