Emotional expression in school context, social relationships, and academic adjustment in kindergarten.

ABSTRACT: This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievem

SUBMITTER: Hernandez MM 

PROVIDER: S-EPMC4868802 | biostudies-literature | 2016 Jun

REPOSITORIES: biostudies-literature