Trajectories of the expression of negative emotion from kindergarten to first grade: Associations with academic outcomes.

Abstract

We examined individual trajectories, across four time points, of children's ( = 301) expression of negative emotion in classroom settings and whether these trajectories predicted their observed school engagement, teacher-reported academic skills, and passage comprehension assessed with a standardized measure in first grade. In latent growth curve analyses, negative expressivity declined from kindergarten to first grade with significant individual differences in trajectories. Negative expressivity in kindergarten inversely predicted first grade school engagement and teacher-reported academic skills, and the slope of negative expressivity from kindergarten to first grade inversely predicted school engagement (e.g., increasing negative expressivity was associated with lower school engagement). In addition, we examined if prior academic functioning in kindergarten moderated the association between negative expressivity (level in kindergarten and change over time) and academic functioning in first grade. The slope of negative expressivity was negatively associated with first grade school engagement and passage comprehension for children who had lower kindergarten school engagement and passage comprehension, respectively, but was unrelated for those with higher academic functioning in kindergarten. That is, for children who had lower kindergarten school engagement and passage comprehension, greater declines in negative expressivity were associated with higher first grade school engagement and passage comprehension, respectively. The findings suggest that negative emotional expressivity in school is associated with academic outcomes in first grade and, in some cases, this association is more pronounced for children who had lower kindergarten academic functioning.

The role of negative emotionality in the development of child executive function and language abilities from toddlerhood to first grade: An adoption study.

“…Throughout infancy and toddlerhood, negative emotionality increases (Braungart-Rieker et al, 2010), however, after toddlerhood, negative emotionality slightly decreases over the elementary school years (Murphy et al, 1999; Sallquist et al, 2009). Negative emotionality during infancy, toddlerhood, and kindergarten has been associated with deficits in both EF and language abilities (Hernández et al, 2018; Leve et al, 2013; Salley & Dixon, 2007). Moreover, school-age children with heightened negative emotionality are also likely to have attenuated literacy skills, relative to their peers (Hernández et al, 2018).…”

“…These findings highlight the importance of EF for children’s behavioral and academic outcomes and suggest the need for research that identifies the antecedents of EF development. In early childhood, EF develops simultaneously with child language (Cole et al, 2017; Ferrier et al, 2014; Hernández et al, 2018; Willoughby et al, 2019). Specifically, a child’s ability to express and interpret language enables a child to exert volitional control over their actions and emotions (Cole et al, 2010; Vygotsky & Luria, 1994).…”

Examining reciprocal associations between parent depressive symptoms and child internalizing symptoms on subsequent psychiatric disorders: An adoption study

“…Contrary to findings from Pemberton et al (2010), Verbeek et al (2012), and Pratt et al (2017), our second hypothesis was not supported, as there was not a cross‐lagged association between maternal or paternal depressive symptoms at child age 9 months and child internalizing behavior at age 18 months (Figures 1 and 2). These null findings may be because maternal depressive symptoms in infancy more reliably predict internalizing behaviors during the preschool and school‐age years when behavior problems are more stable (Allen et al, 1998; Braungart‐Rieker et al, 2010; Hernández et al, 2018; Sallquist et al, 2009) or because the chronicity of depressive symptoms (i.e., associations between intercepts) accounts for associations over time. There is also a need to include parent depressive symptoms earlier than age 9 months.…”

“…These null findings may be because maternal depressive symptoms in infancy more reliably predict internalizing behaviors during the preschool and school-age years when behavior problems are more stable (Allen et al, 1998;Braungart-Rieker et al, 2010;Hernández et al, 2018;Sallquist et al, 2009) or because the chronicity of depressive symptoms (i.e., associations between intercepts) accounts for associations over time. There is also a need to include parent depressive symptoms earlier than age 9 months.…”

Hubungan Antara Tipe Kepribadian Dan Tingkat Kecemasan Dengan Prestasi Akademik Mahasiswa Program Studi Pendidikan Dokter Universitas Muhammadiyah Purwokerto

“…Hal ini disebabkan karena adanya faktor-faktor internal dan eksternal yang pada akhirnya akan saling memengaruhi dan memberi dampak yang berbeda dari setiap individ (Jang, J.S., 2016). Menurut penelitian lain menyatakan bahwa selain faktor internal dan eksternal, emosional negatif di sekolah dan kognisi epistemik juga dapat memengaruhi hasil akademik (Hernández, 2018. Greene, 2018.…”