Graziano Paulo A, Reavis Rachael D, Keane Susan P, Calkins Susan D
University of North Carolina at Greensboro, Department of Psychology, P.O. Box 26170, Greensboro, NC 27402-6164, United States.
J Sch Psychol. 2007 Feb 1;45(1):3-19. doi: 10.1016/j.jsp.2006.09.002.
This study investigated the role of children's emotion regulation skills and academic success in kindergarten, using a sample of 325 five-year-old children. A mediational analysis addressed the potential mechanisms through which emotion regulation relates to children's early academic success. Results indicated that emotion regulation was positively associated with teacher reports of children's academic success and productivity in the classroom and standardized early literacy and math achievement scores. Contrary to predictions, child behavior problems and the quality of the student teacher relationship did not mediate these relations. However, emotion regulation and the quality of the student-teacher relationship uniquely predicted academic outcomes even after accounting for IQ. Findings are discussed in terms of how emotion regulation skills facilitate children's development of a positive student-teacher relationship and cognitive processing and independent learning behavior, both of which are important for academic motivation and success.
本研究以325名五岁儿童为样本，调查了儿童情绪调节技能与幼儿园学业成绩之间的关系。中介分析探讨了情绪调节与儿童早期学业成绩相关的潜在机制。结果表明，情绪调节与教师对儿童学业成绩、课堂学习效率的报告以及标准化的早期读写和数学成绩得分呈正相关。与预测相反，儿童行为问题和师生关系质量并未介导这些关系。然而，即使在考虑智商因素后，情绪调节和师生关系质量仍能独特地预测学业成果。研究结果从情绪调节技能如何促进儿童建立积极的师生关系、认知加工以及独立学习行为等方面进行了讨论，而这些对于学业动机和学业成功都很重要。
