同伴情绪与二年级儿童学业成绩:测试儿童行为自我调节的调节作用。

IF 1.6 4区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Social Development Pub Date : 2023-08-01 Epub Date: 2022-11-16 DOI:10.1111/sode.12657
Maciel M Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L Spinrad, Rebecca H Berger, Sarah K Johns, Anjolii Diaz, Diana E Gal-Szabo, Marilyn S Thompson, Jody Southworth, Armando A Pina
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引用次数: 0

摘要

尽管人们对同龄人在儿童上学经历中的作用感兴趣,但很少有研究人员研究同龄人的情绪(气质的一个方面)与儿童学业成绩之间的联系和相关的潜在过程。这项研究评估了目标儿童(N=260)自身的自我调节,通过两种行为测量进行评估,是否对同伴的情绪和儿童二年级的学习成绩之间的关联起到了调节作用。自我调节能力较强的儿童,同伴的积极情绪与阅读成绩呈正相关。同伴的负面情绪与目标儿童的阅读成绩呈负相关,尤其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并不能预测数学成绩,也没有强有力的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。这项研究强调了儿童自我调节在调节同伴对学业成绩,尤其是阅读的影响方面的潜在作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Peers' Emotionality and Children's Academic Achievement in Second Grade: Testing the Moderating Role of Children's Behavioral Self-Regulation.

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 (N = 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.

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来源期刊
Social Development
Social Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
3.80
自引率
0.00%
发文量
74
期刊介绍: Social Development is a major international journal dealing with all aspects of children"s social development as seen from a psychological stance. Coverage includes a wide range of topics such as social cognition, peer relationships, social interaction, attachment formation, emotional development and children"s theories of mind. The main emphasis is placed on development in childhood, but lifespan, cross-species and cross-cultural perspectives enhancing our understanding of human development are also featured.
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