scholarly journals The relations of temperament reactivity and effortful control to children’s adjustment problems in China and the United States.

2009 ◽  
Vol 45 (3) ◽  
pp. 724-739 ◽  
Author(s):  
Qing Zhou ◽  
Liliana J. Lengua ◽  
Yun Wang
2020 ◽  
Vol 18 (3) ◽  
pp. 259-274
Author(s):  
Hannah B Mudrick ◽  
JoAnn L Robinson ◽  
Holly E Brophy-Herb

Although 3-year-olds in the United States may attend prekindergarten prior to formal school entry in kindergarten, few investigations focus on the socioemotional foundations of classroom learning at age 3 and their relationship to later achievement. This study examined the relationship between age 3 readiness for group-based learning, modeled as the latent constructs, effortful control and social communication, and age 5 classroom adjustment and pre-academic outcomes. Data from the Early Head Start Research and Evaluation Project in the United States ( n = 797) included observations, direct assessment, and examiner and teacher report. Children’s effortful control predicted classroom adjustment and their social communication predicted pre-academic outcomes. Readiness for group-based learning provides a way to describe key constructs of early skill development and a framework to support children’s classroom learning. Implications include promoting parents’ and educators’ capacities to support early developmental foundations for later adjustment and learning by fostering infants’ and toddlers’ effortful control and social communication. Efforts to support these skills simultaneously across diverse experiences in the home and classroom by focusing on children’s individual needs may prove advantageous.


2019 ◽  
Vol 32 (2) ◽  
pp. 545-558 ◽  
Author(s):  
Liliana J. Lengua ◽  
Stephanie F. Thompson ◽  
Lyndsey R. Moran ◽  
Maureen Zalewski ◽  
Erika J. Ruberry ◽  
...  

AbstractAdditive and bidirectional effects of executive control and hypothalamic–pituitary–adrenal (HPA) axis regulation on children's adjustment were examined, along with the effects of low income and cumulative risk on executive control and the HPA axis. The study utilized longitudinal data from a community sample of preschool age children (N = 306, 36–39 months at Time 1) whose families were recruited to overrepresent low-income contexts. We tested the effects of low income and cumulative risk on levels and growth of executive control and HPA axis regulation (diurnal cortisol level), the bidirectional effects of executive control and the HPA axis on each other, and their additive effects on children's adjustment problems, social competence and academic readiness. Low income predicted lower Time 4 executive control, and cumulative risk predicted lower Time 4 diurnal cortisol level. There was little evidence of bidirectional effects of executive control and diurnal cortisol. However, both executive control and diurnal cortisol predicted Time 4 adjustment, suggesting additive effects. There were indirect effects of income on all three adjustment outcomes through executive control, and of cumulative risk on adjustment problems and social competence through diurnal cortisol. The results provide evidence that executive control and diurnal cortisol additively predict children's adjustment and partially account for the effects of income and cumulative risk on adjustment.


2007 ◽  
Vol 43 (5) ◽  
pp. 1170-1186 ◽  
Author(s):  
Tracy L. Spinrad ◽  
Nancy Eisenberg ◽  
Bridget Gaertner ◽  
Tierney Popp ◽  
Cynthia L. Smith ◽  
...  

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