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Kindergarten children's emotion competence as a predictor of their academic competence in first grade

著者：	Christopher J Trentacosta
论文：	Thesis (Ph.D.)--University of Delaware, 2006.
版本/格式：	硕士/博士论文 : 硕士论文/博士论文 : 手稿 : 电子图书  档案资料 : 英语
提要：	This study examined the relation between emotion competence and academic competence and three potential mediators of this relation. In kindergarten, 193 children from elementary schools serving a large number of urban, minority, and low income students participated in an emotion competence assessment, and 142 of these children completed a follow-up assessment in first grade. While simultaneously accounting for the effects of verbal ability and attention during the test session in a path analytic model, emotion knowledge was a significant predictor of academic competence. Emotion knowledge did not mediate the relation between verbal ability and academic competence. The relation between teacher ratings of emotion regulation and academic competence was primarily indirect through the effect of emotion regulation on teacher ratings of attention. Peer acceptance and teacher closeness did not mediate the relations between emotion competence and academic competence. Results highlight the potential benefits of early emotion-centered prevention programs and the need to identify children with attention problems as early as possible to prevent academic difficulties.  再读一些...
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