Classroom Behavioral Patterns, Children’s Self-Control, and Kindergarten Competence

• In Event: Poster Session 5
  In Poster Session: Children Engaged in Early Childhood Environments

Abstract

Using multilevel modeling techniques and nationally representative data from the Early Childhood Longitudinal Study–Kindergarten Cohort (N = 21,409), the authors examined associations between classroom behavioral patterns and children’s academic and social competencies in kindergarten and the mediating role of children’s self-control. Boys and girls with better-behaving classmates had significantly higher levels of math and reading achievement and stronger interpersonal skills in kindergarten after accounting for prior achievement and skills. Children’s self-control significantly mediated associations between classroom behavioral patterns and kindergarten competencies. Implications for the composition of kindergarten classrooms are discussed.

Authors

• Carey E. Cooper, Arizona State University

• Jodi Swanson, Arizona State University - Tempe

• Jennifer E. Glick, Arizona State University

• Richard Fabes, Arizona State University - Tempe

• Robert H. Bradley, Arizona State University