Arizona State University.
Child Dev. 2014 Sep-Oct;85(5):1932-47. doi: 10.1111/cdev.12260. Epub 2014 Jun 10.
Panel mediation models and fixed-effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = .39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First-grade EC mediated the relation between parents' reactions at kindergarten and second-grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time-invariant covariates of EC and math achievement were controlled, first-grade EC no longer predicted second-grade math achievement.
采用剖面中介模型和固定效应模型，探索了父母对孩子表现出的负性情绪的反应、孩子的努力控制（EC）以及孩子的数学成绩（N = 291；M 年龄在幼儿园秋季 = 5.66 岁，SD =.39 岁）在幼儿园到二年级之间的纵向关系。父母报告了他们的反应和孩子的 EC。数学成绩采用标准化成就测试进行评估。一年级 EC 中介了幼儿园时父母反应与二年级数学成绩之间的关系，超越了研究年限内结构的稳定性。剖面中介模型结果表明，EC 的社会化可能是促进早期学校数学成绩的一种方法；然而，当控制 EC 和数学成绩的所有遗漏时不变协变量时，一年级 EC 不再预测二年级数学成绩。
