Journal
JOURNAL OF SCHOOL PSYCHOLOGY
Volume 45, Issue 1, Pages 3-19Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.jsp.2006.09.002
Keywords
emotion regulation; academic success; student-teacher relationship; behavior problems; elementary students
Categories
Funding
- NIMH NIH HHS [R01 MH058144, R01 MH058144-01A1, R03 MH055625-01, R29 MH055584-05] Funding Source: Medline
Ask authors/readers for more resources
This study investigated the role of emotion regulation in children's early academic success using a sample of 325 kindergarteners. 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 as well as cognitive processing and independent learning behavior, all of which are important for academic motivation and success. (c) 2006 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available