Effortful Control and Extensive Observations of Negative Emotion As Joint Predictors of Teacher-Student Conflict in Childhood

Overview

Journal Early Educ Dev

Date 2022 Jan 27

PMID 35082478

Authors

Maciel M Hernandez

Nancy Eisenberg

Carlos Valiente

Tracy L Spinrad

Sarah K Johns

Rebecca H Berger

Anjolii Diaz

Kassondra M Silva

Marilyn S Thompson

Diana E Gal-Szabo

Jody Southworth

Affiliations

Soon will be listed here.

Abstract

Research Findings: Negative expressivity levels in kindergarten significantly predicted higher levels of teacher-student conflict in second grade, controlling prior teacher-student conflict. Furthermore, greater increases in negative expressivity from kindergarten to second grade were associated with higher teacher-student conflict in second grade especially for children who had difficulties with effortful control in kindergarten.

Practice Or Policy: Results from this study have the potential to inform programs focused on reducing teacher-student conflict. The findings highlight the possibility of targeting both effortful control and negative emotion in the early elementary school transition as a means to improve teacher-student relationships.

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