Bidirectional associations between emotions and school adjustment.

ABSTRACT:

Objective

We examined the relations of children's (N = 301) observed expression of negative and positive emotion in classes or nonclassroom school contexts (i.e., lunch and recess) to school adjustment from kindergarten to first grade.

Method

Naturalistic observations of children's emotional expressivity were collected, as were teachers' reports of children's school engagement and relationship quality with teachers and peers.

Results

In longitudinal panel models, greater teacher-student conflict and lower student engagement in kindergarten predicted greater negative expressivity in both school contexts. School engagement and peer acceptance in kindergarten positively predicted first grade positive emotion in the classroom. Suggestive of possible bidirectional relation

SUBMITTER: Hernandez MM 

PROVIDER: S-EPMC5967983 | biostudies-literature | 2018 Oct

REPOSITORIES: biostudies-literature