Hernández Maciel M, Eisenberg Nancy, Valiente Carlos, Spinrad Tracy L, Berger Rebecca H, Johns Sarah K, Diaz Anjolii, Gal-Szabo Diana E, Thompson Marilyn S, Southworth Jody, Pina Armando A
Department of Human Ecology, University of California, Davis.
Department of Psychology, Arizona State University.
Soc Dev. 2023 Aug;32(3):793-812. doi: 10.1111/sode.12657. Epub 2022 Nov 16.
Although there is interest in the role of peers in children's schooling experiences, few researchers have examined associations and related underlying processes between peers' emotionality, an aspect of temperament, and children's academic achievement. This study evaluated whether target children's ( = 260) own self-regulation, assessed with two behavioral measures, served a moderating function for associations between peers' emotionality and children's own academic achievement in second grade. There was a positive association between peers' positive emotionality and reading scores for children with higher self-regulation. Peers' negative emotionality was negatively related to target children's reading scores, particularly for children with higher self-regulation levels, but was unrelated to math scores. Peers' positive and negative emotionality did not predict math scores, and there was no strong evidence for the moderating role of target children's self-regulation in this association. This study highlights the potential role of children's self-regulation in modulating peer effects on academic achievement, particularly reading.
尽管人们对同伴在儿童学校教育经历中的作用感兴趣，但很少有研究考察同伴气质的一个方面——情绪性与儿童学业成绩之间的关联及相关潜在过程。本研究评估了目标儿童（ = 260）通过两种行为测量方法评估的自我调节，是否在同伴情绪性与二年级儿童自身学业成绩之间的关联中起到调节作用。对于自我调节能力较高的儿童，同伴的积极情绪性与阅读成绩之间存在正相关。同伴的消极情绪性与目标儿童的阅读成绩呈负相关，特别是对于自我调节水平较高的儿童，但与数学成绩无关。同伴的积极和消极情绪性并不能预测数学成绩，且没有有力证据表明目标儿童的自我调节在这种关联中起到调节作用。本研究强调了儿童自我调节在调节同伴对学业成绩，尤其是阅读成绩的影响方面的潜在作用。
