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Direct linkHernández, Maciel M.; Eisenberg, Nancy; Valiente, Carlos; Spinrad, Tracy L.; Johns, Sarah K.; Berger, Rebecca H.; Diaz, Anjolii; Silva, Kassondra M.; Thompson, Marilyn S.; Gal-Szabo, Diana E.; Southworth, Jody – Early Education and Development, 2022
Studies with extensive observations of real-life emotions at school are rare but might be especially useful for predicting school-related outcomes. This study evaluated observations of negative emotion expressivity in lunch and recreation settings across kindergarten, first grade, and second grade (N = 301), kindergarten teachers' reports of…
Descriptors: Predictor Variables, Teacher Student Relationship, Conflict, Emotional Response
Johns, Sarah K.; Valiente, Carlos; Eisenberg, Nancy; Spinrad, Tracy L.; Hernández, Maciel M.; Southworth, Jody; Berger, Rebecca H.; Thompson, Marilyn S.; Silva, Kassondra M.; Pina, Armando A. – Journal of Educational Psychology, 2019
The goal of the study was to examine whether target children's temperamental negative emotional expressivity (NEE) and effortful control in the fall of kindergarten predicted academic adjustment in the spring and whether a classmate's NEE and effortful control moderated these relations. Target children's NEE and effortful control were measured in…
Descriptors: Personality Traits, Emotional Response, Self Control, Kindergarten
Valiente, Carlos; Swanson, Jodi; DeLay, Dawn; Fraser, Ashley M.; Parker, Julia H. – Developmental Psychology, 2020
The goal of this study was to apply aspects of the heuristic model advanced by Eisenberg, Cumberland, and Spinrad (1998) to the study of socialization that takes place in preschool and elementary school classrooms. Investigating socialization in this context is important given the number of hours students spend in school, the emotional nature of…
Descriptors: Emotional Response, Socialization, Teacher Role, Peer Influence
Diaz, Anjolii; Berger, Rebecca; Valiente, Carlos; Eisenberg, Nancy; VanSchyndel, Sarah K.; Tao, Chun; Spinrad, Tracy; Doane, Leah D.; Thompson, Marilyn S.; Silva, Kassondra M.; Southworth, Jody – International Journal of Behavioral Development, 2017
Poor sleep is thought to interfere with children's learning and academic achievement (AA). However, existing research and theory indicate there are factors that may mitigate the academic risk associated with poor sleep. The purpose of this study was to examine the moderating role of children's effortful control (EC) on the relation between sleep…
Descriptors: Sleep, Academic Achievement, Correlation, Young Children
Hernández, Maciel M.; Eisenberg, Nancy; Valiente, Carlos; Diaz, Anjolii; VanSchyndel, Sarah K.; Berger, Rebecca H.; Terrell, Nathan; Silva, Kassondra M.; Spinrad, Tracy L.; Southworth, Jody – International Journal of Behavioral Development, 2017
The purpose of the study was to evaluate bidirectional associations between peer acceptance and both emotion and effortful control during kindergarten (N = 301). In both the fall and spring semesters, we obtained peer nominations of acceptance, measures of positive and negative emotion based on naturalistic observations in school (i.e., classroom,…
Descriptors: Peer Acceptance, Emotional Response, Self Control, Kindergarten
Eisenberg, Nancy; Duckworth, Angela L.; Spinrad, Tracy L.; Valiente, Carlos – Developmental Psychology, 2014
In this review, we evaluate developmental and personality research with the aim of determining whether the personality trait of conscientiousness can be identified in children and adolescents. After concluding that conscientiousness does emerge in childhood, we discuss the developmental origins of conscientiousness with a specific focus on…
Descriptors: Personality Studies, Personality Traits, Individual Characteristics, Child Development
Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; Bradley, Robert H.; Eggum-Wilkens, Natalie D. – Child Development, 2014
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 = 0.39 year) across kindergarten through…
Descriptors: Longitudinal Studies, Parent Attitudes, Emotional Response, Child Behavior
Valiente, Carlos; Eisenberg, Nancy; Spinrad, Tracy L.; Haugen, Rg; Thompson, Marilyn S.; Kupfer, Anne – Journal of Early Adolescence, 2013
The goal of this study was to test if both effortful control (EC) and impulsivity, a reactive index of temperament, uniquely predict adolescents' academic achievement, concurrently and longitudinally (Time 1: "N" = 168, X-bar[subscript age] = 12 years). At Time 1, parents and teachers reported on students' EC and impulsivity.…
Descriptors: Predictor Variables, Academic Achievement, Regression (Statistics), Conceptual Tempo
Eisenberg, Nancy; Valiente, Carlos; Sulik, Michael J. – New Directions for Child and Adolescent Development, 2009
It is advantageous to study regulation and coping and their development at multiple levels of expression and origin simultaneously. We discuss several topics of current interest in the emotion-related regulation literature that are relevant to coping, including conceptual issues related to definitions and types of coping, types of physiological…
Descriptors: Coping, Self Control, Psychological Patterns, Socialization
Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2012
Components of the home environment are associated with children's academic functioning. The accumulation of risks in the home are expected to prove more detrimental to achievement than any one risk alone, but the processes accounting for this relation are unclear. Using an index of cumulative home risk (CHR) inclusive of protective factors, as…
Descriptors: Academic Achievement, Predictor Variables, Risk Assessment, Family Environment
Eisenberg, Nancy; Valiente, Carlos; Eggum, Natalie D. – Early Education and Development, 2010
Research Findings: In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and…
Descriptors: School Readiness, Emotional Response, Academic Achievement, Adjustment (to Environment)
Valiente, Carlos; Lemery-Chalfant, Kathryn; Swanson, Jodi – Journal of Educational Psychology, 2010
The relations between effortful control, emotionality (anger, sadness, and shyness), and academic achievement were examined in a short-term longitudinal study of 291 kindergartners. Teachers and parents reported on students' effortful control and emotionality. Students completed the Continuous Performance Task and the Letter-Word, Passage…
Descriptors: Shyness, Self Control, Academic Achievement, Psychological Patterns
Silva, Kassondra M.; Spinrad, Tracy L.; Eisenberg, Nancy; Sulik, Michael J.; Valiente, Carlos; Huerta, Snjezana; Edwards, Alison; Eggum, Natalie D.; Kupfer, Anne S.; Lonigan, Christopher J.; Phillips, Beth M.; Wilson, Shauna B.; Clancy-Menchetti, Jeanine; Landry, Susan H.; Swank, Paul R.; Assel, Michael A.; Taylor, Heather B. – Early Education and Development, 2011
Research Findings: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring…
Descriptors: Teacher Student Relationship, School Attitudes, Low Income, Structural Equation Models
Eisenberg, Nancy; Valiente, Carlos; Spinrad, Tracy L.; Cumberland, Amanda; Liew, Jeffrey; Reiser, Mark; Zhou, Qing; Losoya, Sandra H. – Developmental Psychology, 2009
The purpose of the study was to examine the relations of effortful control (EC), impulsivity, and negative emotionality to at least borderline clinical levels of symptoms and change in maladjustment over four years. Children's (N = 214; 77% European American; M age = 73 months) externalizing and internalizing symptoms were rated by parents and…
Descriptors: Conceptual Tempo, Behavior Problems, Self Control, Adjustment (to Environment)
Valiente, Carlos; Lemery-Chalfant, Kathryn; Castro, Kimberly S. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2007
We examined the relations among children's effortful control, school liking, and academic competence with a sample of 240 7- to 12-year-old children. Parents and children reported on effortful control, and teachers and children assessed school liking. Children, parents, and teachers reported on children's academic competence. Significant positive…
Descriptors: Family Income, Self Control, Children, Parents
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