努力控制与学校适应：课堂混乱的调节作用。
Effortful control and school adjustment: The moderating role of classroom chaos.
作者信息
Berger Rebecca H, Valiente Carlos, Eisenberg Nancy, Hernandez Maciel M, Thompson Marilyn, Spinrad Tracy, VanSchyndel Sarah, Silva Kassondra, Southworth Jody
机构信息
Arizona State University, T. Denny Sanford School of Social and Family Dynamics, P.O. BOX 873701, Tempe, AZ 85287-3701, United States.
Arizona State University, Department of Psychology, PO Box 871104, Tempe, AZ, 85287-1104, United States.
出版信息
J Appl Dev Psychol. 2017 Nov;53:108-119. doi: 10.1016/j.appdev.2017.10.001. Epub 2017 Oct 12.
Guided by the person by environment framework, the primary goal of this study was to determine whether classroom chaos moderated the relation between effortful control and kindergarteners' school adjustment. Classroom observers reported on children's ( = 301) effortful control in the fall. In the spring, teachers reported on classroom chaos and school adjustment outcomes (teacher-student relationship closeness and conflict, and school liking and avoidance). Cross-level interactions between effortful control and classroom chaos predicting school adjustment outcomes were assessed. A consistent pattern of interactions between effortful control and classroom chaos indicated that the relations between effortful control and the school adjustment outcomes were strongest in high chaos classrooms. Post-hoc analyses indicated that classroom chaos was associated with poor school adjustment when effortful control was low, suggesting that the combination of high chaos and low effortful control was associated with the poorest school outcomes.
以人境框架为指导，本研究的主要目的是确定课堂混乱是否调节了努力控制与幼儿园儿童学校适应之间的关系。课堂观察者报告了秋季儿童（ = 301）的努力控制情况。在春季，教师报告了课堂混乱和学校适应结果（师生关系亲密度和冲突，以及对学校的喜欢和回避）。评估了努力控制与课堂混乱之间预测学校适应结果的跨层次交互作用。努力控制与课堂混乱之间一致的交互作用模式表明，在高度混乱的课堂中，努力控制与学校适应结果之间的关系最强。事后分析表明，当努力控制较低时，课堂混乱与不良的学校适应相关，这表明高度混乱和低努力控制的组合与最差的学校结果相关。
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