Kindergarten School Engagement: Linking Early Temperament and Academic Achievement at the Transition to School

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dc.contributor.authorBryce, Crystal
dc.contributor.authorGoble, Priscilla
dc.contributor.authorSwanson, Jodi
dc.contributor.authorFabes, Richard A.
dc.contributor.authorHanish, Laura D.
dc.contributor.authorMartin, Carol Lynn
dc.date.accessioned2019-08-30T20:49:02Z
dc.date.available2019-08-30T20:49:02Z
dc.date.issued2018-03
dc.description.abstractResearch Findings: Although children's temperament contributes to their academic success, little is known regarding the mechanisms through which temperament is associated with academic achievement during the transition to elementary school. One such mechanism may be school engagement, but findings are inconsistent and limited. Across two waves of data at the transition to school, we examined the role of kindergarten emotional and behavioral engagement as links between preschool temperament (positive emotionality, anger, and effortful control), and kindergarten academic achievement, among a predominantly Mexican/Mexican-American sample of 241 children drawn from Head Start classrooms. Significant direct effects indicated that preschool anger was negatively, and positive emotionality and effortful control were positively, associated with kindergarten behavioral engagement. Only preschool anger was significantly associated with kindergarten emotional engagement. In turn, kindergarten behavioral, but not emotional, engagement was directly, positively associated with kindergarten academic achievement. All three preschool temperament measures were indirectly related to kindergarten achievement via kindergarten behavioral engagement, and anger was indirectly related to kindergarten achievement via emotional engagement. Practice or Polic: Findings highlight the importance of understanding the role of engagement as a mechanism that can foster children's academic achievement at a key developmental transition.
dc.description.departmentFamily and Consumer Sciences
dc.description.versionThis is the accepted manuscript version of an article published in Early Education and Development.
dc.formatText
dc.format.extent25 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationBryce, C. I., Goble, P., Swanson, J., Fabes, R. A., Hanish, L. D., Martin, C. L. (2019) Kindergarten school engagement: Linking early temperament and academic achievement at the transition to school. Early Education and Development, 29(5), pp. 780–796.
dc.identifier.doihttps://doi.org/10.1080/10409289.2017.1404275
dc.identifier.urihttps://hdl.handle.net/10877/8583
dc.language.isoen
dc.publisherRoutledge
dc.sourceEarly Education and Development, 2019, Vol. 29, 5, pp. 780–796
dc.subjectanger
dc.subjectbehavioral engagement
dc.subjecteffortful control
dc.subjectemotional engagement
dc.subjectpositive emotionality
dc.subjectacademic achievement
dc.subjectFamily and Consumer Sciences
dc.titleKindergarten School Engagement: Linking Early Temperament and Academic Achievement at the Transition to School
dc.typeArticle

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