Temperament and Social Problem Solving Competence in Preschool: Influences on Academic Skills in Early Elementary School

Autor/inn/en	Walker, Olga L.; Henderson, Heather A.
Titel	Temperament and Social Problem Solving Competence in Preschool: Influences on Academic Skills in Early Elementary School
Quelle	In: Social Development, 21 (2012) 4, S.761-779 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2011.00653.x
Schlagwörter	Parent Child Relationship; Kindergarten; Shyness; Personality; Language Skills; Problem Solving; Grade 1; Interpersonal Competence; Academic Achievement; Prediction; Inhibition; Gender Differences; Mathematics Skills; Student Adjustment; Correlation; Prevention; Elementary School Students; Mothers + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schüchternheit; Personalität; Language skill; Sprachkompetenz; Problemlösen; School year 01; 1. Schuljahr; Schuljahr 01; Interpersonale Kompetenz; Schulleistung; Vorhersage; Hemmung; Geschlechterkonflikt; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Korrelation; Prävention; Vorbeugung; Mother; Mutter
Abstract	The goals of the current study were to examine whether children's social problem solving (SPS) skills are a mechanism through which temperament influences later academic achievement and whether sex moderates these associations. The participants included 1117 children enrolled in the National Institute of Child Health and Human Development Study of Early Child Care. During preschool, mothers and childcare providers rated children's temperamental shyness and inhibitory control, and SPS was assessed using a hypothetical-reflective measure during a laboratory visit. During kindergarten and first grade, teacher-report of math and language skills was collected. The results indicated that high ratings of inhibitory control in preschool, but not shyness, predicted better kindergarten and first-grade academic skills. Furthermore, children's SPS competence mediated the relations between both shyness and inhibitory control on later academic skills. The child's sex did not moderate these associations. The results suggest that preventative efforts targeting early SPS skills may buffer against later academic adjustment problems among temperamentally extreme children. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10