Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher-Student Conflict in Childhood.

Unlabelled: Studies with extensive observations of real-life emotions at school are rare but might be especially useful for predicting school-related outcomes. This study evaluated observations of negative emotion expressivity in lunch and recreation settings across kindergarten, first grade, and second grade ( = 301), kindergarten teachers' reports of children's effortful control, and kindergarten and second grade teachers' reports of their perceived conflict with children. In latent growth curve analyses, we tested whether individual trajectories of negative expressivity from kindergarten to second grade, based on estimated slopes, predicted teacher-student conflict in second grade, and whether effortful control in kindergarten moderated this association.

Prediction of Children's 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.

Emotions in school and symptoms of psychological maladjustment from kindergarten to first grade.

The associations between children's (N = 301) observed expression of positive and negative emotion in school and symptoms of psychological maladjustment (i.e., depressive and externalizing symptoms) were examined from kindergarten to first grade.

Trajectories of the Expression of Negative Emotion from Kindergarten to First Grade: Associations with Academic Outcomes.

We examined individual trajectories, across four time points, of children's ( = 301) expression of negative emotion in classroom settings and whether these trajectories predicted their observed school engagement, teacher-reported academic skills, and passage comprehension assessed with a standardized measure in first grade. In latent growth curve analyses, negative expressivity declined from kindergarten to first grade with significant individual differences in trajectories. Negative expressivity in kindergarten inversely predicted first grade school engagement and teacher-reported academic skills, and the slope of negative expressivity from kindergarten to first grade inversely predicted school engagement (e.

Balance in Positive Emotional Expressivity Across School Contexts Relates to Kindergarteners' Adjustment.

Unlabelled: Positive emotional expressivity has been associated with increased social competence and decreased maladjustment in childhood. However, a few researchers have found null or even positive associations between positive emotional expressivity and maladjustment, which suggests that there may be nuanced associations of positive expressivity, perhaps as a function of the social context in which it is expressed. We examined whether observed positive emotional expressivity balance across peer-oriented/recreational and learning contexts predicted kindergarten children's adjustment ( = 301).

Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations.

This study evaluated the association between children's ( = 301) self-regulation and math and reading achievement in kindergarten, first grade, and second grade. Children's self-regulation was assessed using the Head-Toes-Knees-Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, first grade, and second grade. : Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement.

Bidirectional associations between emotions and school adjustment.

Objective: We examined the relations of children's (N = 301) observed expression of negative and positive emotion in classes or nonclassroom school contexts (i.e., lunch and recess) to school adjustment from kindergarten to first grade.

Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality.

This study evaluated the association between effortful control in kindergarten and academic achievement one year later ( = 301), and whether teacher-student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock-Johnson tests of achievement, as well as a behavioral measure of effortful control.

Relations of Positive and Negative Expressivity and Effortful Control to Kindergarteners' Student-Teacher Relationship, Academic Engagement, and Externalizing Problems at School.

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.

Concurrent and longitudinal associations of peers' acceptance with emotion and effortful control in kindergarten.

The purpose of the study was to evaluate bidirectional associations between peer acceptance and both emotion and effortful control during kindergarten ( = 301). In both the fall and spring semesters, we obtained peer nominations of acceptance, measures of positive and negative emotion based on naturalistic observations in school (i.e.

Children's Sleep and Academic Achievement: The Moderating Role of Effortful Control.

Poor sleep is thought to interfere with children's learning and academic achievement (AA). However, existing research and theory indicate there are factors that may mitigate the academic risk associated with poor sleep. The purpose of this study was to examine the moderating role of children's effortful control (EC) on the relation between sleep and AA in young children.

Observed Emotions as Predictors of Quality of Kindergartners' Social Relationships.

This study evaluated whether positive and anger emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted social relationships among kindergarteners ( = 301). Emotions were observed as naturally occurring at school in the fall term and multiple reporters (peers and teachers) provided information on quality of relationships with children in the spring term. In structural equation models, positive emotion frequency, but not positive emotion intensity, was positively related to peer acceptance and negatively related to peer rejection.

Emotional expression in school context, social relationships, and academic adjustment in kindergarten.

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.

Observed emotion frequency versus intensity as predictors of socioemotional maladjustment.

The purpose of this study was to assess whether observed emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted kindergartners' (N = 301) internalizing and externalizing problems. Analyses were tested in a structural equation modeling (SEM) framework with data from multireporters (reports of problem behaviors from teachers and parents) and naturalistic observations of emotion in the fall semester. For observed positive emotion, both frequency and intensity negatively predicted parent- or teacher-reported internalizing symptoms.

Associations between respiratory sinus arrhythmia (RSA) reactivity and effortful control in preschool-age children.

We tested whether respiratory sinus arrhythmia (RSA) reactivity in response to each of three self-regulation tasks (bird and dragon; knock-tap; and gift wrap) would predict self-regulation performance in a sample of 101 preschool-age children (M age = 4.49, SD = .64).

Development of Ego-Resiliency: Relations to Observed Parenting and Polymorphisms in the Serotonin Transporter Gene During Early Childhood.

We used observed parenting behaviors, along with genetic variants and haplotypes of the serotonin transporter gene (SLC6A4), as predictors of children's ego-resiliency during early childhood ( =153). Quality of mothers' parenting was observed at 18 months of age and mothers' reports of ego-resiliency were collected at six time points from 18 to 84 months. Genetic data were collected at 72 months.

Interactions among catechol-O-methyltransferase genotype, parenting, and sex predict children's internalizing symptoms and inhibitory control: Evidence for differential susceptibility.

We used sex, observed parenting quality at 18 months, and three variants of the catechol-O-methyltransferase gene (Val158Met [rs4680], intron1 [rs737865], and 3'-untranslated region [rs165599]) to predict mothers' reports of inhibitory and attentional control (assessed at 42, 54, 72, and 84 months) and internalizing symptoms (assessed at 24, 30, 42, 48, and 54 months) in a sample of 146 children (79 male). Although the pattern for all three variants was very similar, Val158Met explained more variance in both outcomes than did intron1, the 3'-untranslated region, or a haplotype that combined all three catechol-O-methyltransferase variants. In separate models, there were significant three-way interactions among each of the variants, parenting, and sex, predicting the intercepts of inhibitory control and internalizing symptoms.

Respiratory sinus arrhythmia, shyness, and effortful control in preschool-age children.

Resting respiratory sinus arrhythmia (RSA) and shyness were examined as predictors of effortful control (EC) in a sample of 101 preschool-age children. Resting RSA was calculated from respiration and heart rate data collected during a neutral film; shyness was measured using parents', preschool teachers', and classroom observers' reports; and EC was measured using four laboratory tasks in addition to questionnaire measures. Principal components analysis was used to create composite measures of EC and shyness.

Interactions between serotonin transporter gene haplotypes and quality of mothers' parenting predict the development of children's noncompliance.

The LPR and STin2 polymorphisms of the serotonin transporter gene (SLC6A4) were combined into haplotypes that, together with quality of maternal parenting, were used to predict initial levels and linear change in children's (N = 138) noncompliance and aggression from age 18-54 months. Quality of mothers' parenting behavior was observed when children were 18 months old, and nonparental caregivers' reports of noncompliance and aggression were collected annually from 18 to 54 months of age. Quality of early parenting was negatively related to the slope of noncompliance only for children with the LPR-S/STin2-10 haplotype and to 18-month noncompliance only for children with haplotypes that did not include LPR-S.

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample.

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures.

Relations among maternal socialization, effortful control, and maladjustment in early childhood.

In a sample of 18-, 30-, and 42-month-olds, the relations among parenting, effortful control (EC), and maladjustment were examined. Parenting was assessed with mothers' reports and observations; EC was measured with mothers' and caregivers' reports, as well as a behavioral task; and externalizing and internalizing symptoms were assessed with parents' and caregivers' reports. Although 18-month unsupportive (vs.