title: Longitudinal relations among parents' reactions to children's negative emotions, effortful control, and math achievement in early elementary school.
abstract: Panel mediation models and fixed-effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = .39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First-grade EC mediated the relation between parents' reactions at kindergarten and second-grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time-invariant covariates of EC and math achievement were controlled, first-grade EC no longer predicted second-grade math achievement.
authors.affiliation: Arizona State University.
authors.forename: Jodi
authors.initials: J
authors.lastname: Swanson
authors.forename: Carlos
authors.initials: C
authors.lastname: Valiente
authors.forename: Kathryn
authors.initials: K
authors.lastname: Lemery-Chalfant
authors.forename: Robert H
authors.initials: RH
authors.lastname: Bradley
authors.forename: Natalie D
authors.initials: ND
authors.lastname: Eggum-Wilkens
mesh_terms: D000124:Achievement; D000328:Adult; D002648:Child; D002652:Child Behavior / Q000523:psychology*; D002675:Child, Preschool; D004644:Emotions / Q000502:physiology*; D056344:Executive Function / Q000502:physiology*; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D008433:Mathematics / Q000193:education*; D008960:Models, Psychological; D010290:Parents / Q000523:psychology*