The goal of this multimethod, multireporter, prospective study is to determine if, when, and why students'positive and negative emotions are concurrently and prospectively related to their relationship with their teacher, social competence, problem behaviors, classroom engagement, and subsequent learning and achievement. A fuller understanding of these relations is critical because the knowledge can be used in prevention and intervention programs to precisely target aspects of socioemotional competence that likely positively impact learning and achievement.
The first aim i s to document the concurrent and prospective relations between children's positive and negative emotions and their achievement.
The second aim i s to investigate the potential moderating influences of students'own self-regulatory skills and their peers'emotionality and self-regulation on the relations between students'emotion and academic achievement.
Aim three is designed to identify processes that might mediate the relations between children's emotions and their achievement, including students'relationships with their teachers and their adjustment and their motivation versus avoidance towards, and engagement in, classroom activities. Observations of various emotions in two contexts (classroom and peer) will allow for the consideration of varying mediating pathways based on the type of emotion and where it is expressed.
The aims will be examined in the context of a three-year longitudinal study. Three hundred children will be followed from Kindergarten to 2nd grade. Each year, parents and teachers will report on students'positive and negative emotions, self-regulation, relationships with teachers, social competence, problem behaviors, and engagement. Teachers will report on peers'emotionality, self-regulation, and students'achievement. Children will participate in tasks that assess their positive and negative emotions, their regulation, and their academic achievement. Students'emotions will be observed while they interact with peers during recesses and during class time, while their engagement will be observed throughout the school day. Multivariate, longitudinal analyses will be used to examine prospective direct, mediated, and moderated relations.

Public Health Relevance

Many students are unable to perform basic reading and mathematics tasks and nearly 15% of young adults do not have a high school degree. Academic difficulties are linked to negative outcomes such as poor health, job instability, and low lifetime earning. A better understanding of students'positive and negative emotions will aid in the dissemination of programs that can bolster academic success and ameliorate negative outcomes.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Project (R01)
Project #
5R01HD068522-03
Application #
8616769
Study Section
Psychosocial Development, Risk and Prevention Study Section (PDRP)
Program Officer
Esposito, Layla E
Project Start
2012-03-01
Project End
2017-02-28
Budget Start
2014-03-01
Budget End
2015-02-28
Support Year
3
Fiscal Year
2014
Total Cost
$496,456
Indirect Cost
$161,103
Name
Arizona State University-Tempe Campus
Department
Social Sciences
Type
Schools of Arts and Sciences
DUNS #
943360412
City
Tempe
State
AZ
Country
United States
Zip Code
85287
Hernández, Maciel M; Valiente, Carlos; Eisenberg, Nancy et al. (2017) Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality. Early Child Res Q 40:98-109
Hernández, Maciel M; Eisenberg, Nancy; Valiente, Carlos et al. (2017) Concurrent and longitudinal associations of peers' acceptance with emotion and effortful control in kindergarten. Int J Behav Dev 41:30-40
Sette, Stefania; Spinrad, Tracy L; Baumgartner, Emma (2017) The Relations of Preschool Children's Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability. Int J Behav Dev 41:532-541
Hernández, Maciel M; Eisenberg, Nancy; Valiente, Carlos et al. (2017) Bidirectional associations between emotions and school adjustment. J Pers :
Diaz, Anjolii; Eisenberg, Nancy; Valiente, Carlos et al. (2017) Relations of Positive and Negative Expressivity and Effortful Control to Kindergarteners' Student-Teacher Relationship, Academic Engagement, and Externalizing Problems at School. J Res Pers 67:3-14
Diaz, Anjolii; Berger, Rebecca; Valiente, Carlos et al. (2017) Children's Sleep and Academic Achievement: The Moderating Role of Effortful Control. Int J Behav Dev 41:275-284
Eisenberg, Nancy (2017) Commentary: What's in a word (or words) - on the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology - reflections on Nigg ( J Child Psychol Psychiatry 58:384-386
Wang, Frances L; Eisenberg, Nancy; Valiente, Carlos et al. (2016) Role of temperament in early adolescent pure and co-occurring internalizing and externalizing problems using a bifactor model: Moderation by parenting and gender. Dev Psychopathol 28:1487-1504
Hernández, Maciel M; Eisenberg, Nancy; Valiente, Carlos et al. (2016) Emotional expression in school context, social relationships, and academic adjustment in kindergarten. Emotion 16:553-66
Moed, Anat; Gershoff, Elizabeth T; Eisenberg, Nancy et al. (2015) Parent-Adolescent Conflict as Sequences of Reciprocal Negative Emotion: Links with Conflict Resolution and Adolescents' Behavior Problems. J Youth Adolesc 44:1607-22

Showing the most recent 10 out of 15 publications