Temperamental Constellations and School Readiness
A MultiVariate Approach
Bibliographic Data
| ID | 15466943 |
|---|---|
| Authors | Andrew S White (0000-0002-0484-285X, University of Nebraska–Lincoln), Kate M Sirota (University of Nebraska–Lincoln), Scott R Frohn (Population Services International), Sara E Swenson (University of Nebraska–Lincoln), Kathleen M Rudasill (0000-0002-9415-8575, Virginia Commonwealth University, corresponding author) |
| Year | 2020 |
| Volume | 18 |
| Issue | 1 |
| Pages | 55-55 |
| Publication date | 2020-12-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Environmental Research and Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph18010055 |
| PMID | 33374772 |
| OpenAlex | W3116097120 |
| Language | EN |
| References cited | 84 |
This study uses canonical correlation analyses to explore the relationship between multiple predictors of school readiness (i.e., academic readiness, social readiness, and teacher-child relationship) and multiple temperamental traits using data from the second wave (age 54 months, n = 1226) of the longitudinal Study of Early Child Care and Youth Development (SECCYD; NICHD ECCRN 1993). This longitudinal study collected data on a large cohort of children and their families from birth through age 15. For academic readiness, only one temperamental constellation emerged, representing the construct of effortful control (i.e., high attentional focusing, high inhibitory control). For peer interactions, two significant constellations emerged: "dysregulated" (low inhibitory control, low shyness, and high activity), and "withdrawn" (high shyness, low inhibitory control, low attentional focusing). Finally, the analyses exploring child-teacher relationships revealed two significant constellations: "highly surgent" (high activity, low inhibitory control, low shyness) and "emotionally controlled" (low anger/frustration and high inhibitory control). Results of this study form a more nuanced exploration of relationships between temperamental traits and indicators of school readiness than can be found in the extant literature, and will provide the groundwork for future research to test specific hypotheses related to the effect temperamental constellations have on children's school readiness
Aggression · Anger · Anxiety · Cognition · Construct (python library · Developmental psychology · Inhibitory control · Longitudinal study · Personality · Shyness · Temperament · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · Social Psychology
From Neurons to Neighborhoods
Self-Control and Academic Achievement
Children's Social and Scholastic Lives in Kindergarten
Social Skills Rating System
Continuity and Discontinuity of Behavioral Inhibition and Exuberance
Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten
Parent Engagement and School Readiness
The Relations of Regulation and Emotionality to Children's Externalizing and Internalizing Problem Behavior
Conducting and Interpreting Canonical Correlation Analysis in Personality Research
Investigations of Temperament at Three to Seven Years
Temperamental Origins of Child and Adolescent Behavior Problems
Emotionality, emotion regulation, and adaptation among 5- to 8-year-old children
Negative Affects Deriving From the Behavioral Approach System
Positive Emotion, Negative Emotion, and Emotion Control in the Externalizing Problems of School-aged Children
Risk preferences in young children
Teacher–child relationship quality
Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade
Teachers’ judgments of problems in the transition to kindergarten
Getting a good start in school
Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school
Identifying child temperament types using cluster analysis in three samples
The Relations of Problem Behavior Status to Children's Negative Emotionality, Effortful Control, and Impulsivity
Emotional self-regulation in preschoolers
Associations between publicly funded preschool and low-income children’s kindergarten readiness
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
Temperament and externalizing behavior
School readiness and later achievement
Predicting Stability and Change in Toddler Behavior Problems
Inhibition and exuberance in preschool classrooms
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom
School readiness
Early intervention and early experience
How does cognitive control reduce anger and aggression? The role of conflict monitoring and forgiveness processes
Temperament and Development
Shyness and self-esteem in middle childhood
Anger is an approach-related affect
| Citation velocity | historical |
|---|---|
| Highly cited | No |