Bryce Crystal I, Goble Priscilla, Swanson Jodi, Fabes Richard A, Hanish Laura D, Martin Carol Lynn
T. Denny Sanford School of Social and Family Dynamics, Arizona State University.
School of Family and Consumer Sciences, Texas State University.
Early Educ Dev. 2018;29(5):780-796. doi: 10.1080/10409289.2017.1404275. Epub 2017 Nov 27.
Although children's temperament contributes to their academic success, little is known regarding the mechanisms through which temperament is associated withacademic achievement during the transition to elementary school. One such mechanism may be school engagement, but findings are inconsistent and limited. Across two waves of data at the transition to school, we examined the role of kindergarten emotional and behavioral engagement as links between preschool temperament ( and), and kindergartenacademic achievement, among a predominantlyMexican/Mexican-Americansample of 241children drawn from Head Start classrooms. Significant direct effects indicated that preschool anger was negatively,and positive emotionality and effortful control werepositively,associated withkindergarten behavioralengagement.Only preschool anger was significantly associatedwithkindergarten emotional engagement. In turn, kindergarten behavioral, but not emotional, engagement was directly, positively associated withkindergartenacademic achievement. All three preschool temperament measures were indirectly related to kindergarten achievement via kindergarten behavioral engagement, and anger was indirectly related to kindergarten achievement via emotional engagement.
Findings highlight the importance of understanding the role of engagement as a mechanismthat can foster children'sacademic achievement at a key developmental transition.
尽管儿童的气质对其学业成功有影响，但对于在进入小学过渡阶段气质与学业成就相关的机制却知之甚少。其中一种机制可能是学校参与度，但研究结果并不一致且有限。在入学过渡阶段的两波数据中，我们在一个主要由来自启蒙教育课堂的241名墨西哥裔/墨西哥裔美国人儿童组成的样本中，考察了幼儿园情绪和行为参与度作为学前气质（和）与幼儿园学业成就之间联系的作用。显著的直接效应表明，学前愤怒与幼儿园行为参与呈负相关，积极情绪和努力控制与幼儿园行为参与呈正相关。只有学前愤怒与幼儿园情绪参与显著相关。反过来，幼儿园行为参与而非情绪参与与幼儿园学业成就直接呈正相关。所有三项学前气质指标都通过幼儿园行为参与与幼儿园成就间接相关，愤怒则通过情绪参与与幼儿园成就间接相关。
研究结果凸显了理解参与度作为一种在关键发展过渡阶段促进儿童学业成就的机制的作用的重要性。
