Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school

Abstract

The current study examined the role of naturally-occurring negative and positive emotion expressivity in kindergarten and children’s effortful control (EC) on their relationships with teachers, academic engagement, and problems behaviors in school. Further, the potential moderating role of EC on these important school outcomes was assessed. Emotion and engagement were observed at school. EC was assessed by multiple methods. Teachers reported on their student–teacher relationships and student’s externalizing behaviors. Children’s emotion expressivity and EC were related to engagement and relationships with teachers as well as behavioral problems at school. Children low in EC may be particularly vulnerable to the poor outcomes associated with relatively intense emotion expressivity as they struggle to manage their emotions and behaviors in the classroom.

Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality

“…There is some empirical support (albeit based on a limited number of studies) for the association between effortful control and teacher-student relationship quality (typically, teacher-student relationship is reported by teachers; Diaz et al, in press; Valiente et al, 2011). Among kindergarteners, effortful control (i.e., observed and reported measures of attentional focusing and inhibitory control) predicted better teacher–student relationship quality assessed with a combined measure of conflict and closeness, controlling for SES and verbal intelligence (Valiente, Swanson, & Lemery-Chalfant, 2012).…”

Effortful control and school adjustment: The moderating role of classroom chaos

“…Children who demonstrate high EC are able to control their emotions (e.g., anger, sadness) in ways that promote positive social interactions in school; thus, they may have more positive relationships with teachers (Diaz et al, 2015). Conversely, it may be more difficult for teachers to connect with children with low EC because their behaviors in school are less likely to be modulated or appropriately expressed (Eisenberg et al, 2010).…”

“…For example, EC has predicted lower TSR conflict, higher TSR closeness, and higher TSR quality (a composite measure of high closeness and low conflict) in preschool and kindergarten samples (Diaz et al, 2015; Rudasill & Rimm-Kaufman, 2008; Silva et al, 2011; Valiente, Swanson, & Lemery-Chalfant, 2012). Relatedly, both child inattention and impulsivity, measures closely related to low EC, have been associated with higher TSR conflict and lower TSR closeness from kindergarten to first grade (Portilla, Ballard, Adler, Boyce, & Obradovi, 2014).…”

Teacher-Student Relationship and Its Urgencies in Indonesia: a Literature Review

“…Other factors are related to the psychological factors of a person such as self-determination [21] and teacher's gratitude to the children [22]. The child's temperament is also considered to be an internal factor affecting the strength of the teacher-student relationship, although it does not rule out the teacher's own temperament [23] as well as the effortful control of the student [24]. Ofcourse, there are great deal possibilities for further teacher-student relationship researchers to explore what kind of internal factors which could determine this teacher-student relationship, using a neurological approach, or by using a concept such as choice theory, where the practice of choice theory in counseling was found able to improve the child's relationship [25].…”