Header

UZH-Logo

Maintenance Infos

Temperamental Anger and Positive Reactivity and the Development of Social Skills: Implications for Academic Competence During Preadolescence


Dollar, Jessica M; Perry, Nicole B; Calkins, Susan D; Keane, Susan P; Shanahan, Lilly (2018). Temperamental Anger and Positive Reactivity and the Development of Social Skills: Implications for Academic Competence During Preadolescence. Early Education and Development, 29(5):747-761.

Abstract

Research Findings: This study examines whether the development of social skills during childhood serves as a mechanism through which temperamental anger and positive reactivity in toddlerhood influence children’s academic competence during preadolescence (N = 406). Temperamental anger at age 2 was negatively associated with children’s social skills at age 7; in turn, children’s social skills at age 7 were positively associated with teacher reports of academic performance and negatively associated with child and teacher reports of school problems at age 10. All 3 indirect effects were significant, which suggests that children’s social skills at age 7 is one mechanism through which temperamental anger at age 2 is associated with age 10 child- and teacher-reported school problems. Temperamental positive reactivity was not associated with children’s social skills or academic competence. Practice or Policy: Results provide support for early entry points to teach toddlers, especially those high in anger reactivity, the skills to engage in socially appropriate interactions with classmates and teachers, which may lessen subsequent academic challenges.

Abstract

Research Findings: This study examines whether the development of social skills during childhood serves as a mechanism through which temperamental anger and positive reactivity in toddlerhood influence children’s academic competence during preadolescence (N = 406). Temperamental anger at age 2 was negatively associated with children’s social skills at age 7; in turn, children’s social skills at age 7 were positively associated with teacher reports of academic performance and negatively associated with child and teacher reports of school problems at age 10. All 3 indirect effects were significant, which suggests that children’s social skills at age 7 is one mechanism through which temperamental anger at age 2 is associated with age 10 child- and teacher-reported school problems. Temperamental positive reactivity was not associated with children’s social skills or academic competence. Practice or Policy: Results provide support for early entry points to teach toddlers, especially those high in anger reactivity, the skills to engage in socially appropriate interactions with classmates and teachers, which may lessen subsequent academic challenges.

Statistics

Citations

Dimensions.ai Metrics
1 citation in Web of Science®
1 citation in Scopus®
1 citation in Microsoft Academic
Google Scholar™

Altmetrics

Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Psychology
Dewey Decimal Classification:150 Psychology
Language:English
Date:2018
Deposited On:08 Feb 2018 12:59
Last Modified:31 Jul 2018 04:29
Publisher:Taylor & Francis
ISSN:1040-9289
OA Status:Closed
Publisher DOI:https://doi.org/10.1080/10409289.2017.1409606
Project Information:
  • : FunderNational Institute of Mental Health
  • : Grant IDMH 55625
  • : Project Title
  • : FunderNIMH FIRST Award
  • : Grant IDMH 55584
  • : Project Title
  • : FunderNIMH grant
  • : Grant IDMH 58144
  • : Project Title

Download

Full text not available from this repository.
View at publisher

Get full-text in a library