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Longitudinal Relations Among Parents' Reactions to Children's Negative Emotions, Effortful Control, and Math Achievement in Early Elementary School
Author(s) -
Swanson Jodi,
Valiente Carlos,
LemeryChalfant Kathryn,
Bradley Robert H.,
EggumWilkens Natalie D.
Publication year - 2014
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12260
Subject(s) - psychology , developmental psychology , mediation , academic achievement , longitudinal study , socialization , structural equation modeling , standardized test , multilevel model , achievement test , mathematics education , statistics , mathematics , political science , law , machine learning , computer science
Panel mediation models and fixed‐effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control ( EC ), and children's math achievement ( N = 291; M age in fall of kindergarten = 5.66 years , SD = .39 year) across kindergarten through second grade. Parents reported their reactions and children's EC . Math achievement was assessed with a standardized achievement test. First‐grade EC mediated the relation between parents' reactions at kindergarten and second‐grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time‐invariant covariates of EC and math achievement were controlled, first‐grade EC no longer predicted second‐grade math achievement.