Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4939103 | Journal of Applied Developmental Psychology | 2017 | 12 Pages |
Abstract
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 (NÂ =Â 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.
Related Topics
Social Sciences and Humanities
Psychology
Applied Psychology
Authors
Rebecca H. Berger, Carlos Valiente, Nancy Eisenberg, Maciel M. Hernández, Marilyn Thompson, Tracy Spinrad, Sarah VanSchyndel, Kassondra Silva, Jody Southworth,