Citation

Swanson J, Valiente C, Lemery-Chalfant K, Bradley RH, Eggum-Wilkens ND. Child Dev. 2014; 85(5): 1932-1947.

Affiliation

Arizona State University.

Copyright

(Copyright © 2014, John Wiley and Sons)

DOI

10.1111/cdev.12260

PMID

24916765

Abstract

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.

Language: en