Emotions in School Context, Social Relationships, and Academic Adjustment in Kindergarten

• In Event: Poster Session 7
  In Poster Session: Division C Section 2a Poster Session 2: Motivational and Affective Processes

Abstract

This study evaluated whether social relationships mediated the relations of kindergarteners’ (N = 301) observed emotion in two school contexts and verbal ability to academic adjustment. Positive emotions in the classroom positively predicted academic skills, whereas positive emotions outside class negatively predicted academic skills. Negative emotions inside and outside class negatively predicted academic achievement. Positive emotions in both contexts indirectly predicted higher school engagement via peer acceptance; positive emotions outside class indirectly predicted engagement via teacher-student conflict. Negative emotions in both contexts also indirectly predicted engagement via teacher-student conflict. Verbal ability indirectly predicted academic adjustment via teacher-student conflict. Moreover, positive emotions in both contexts indirectly predicted academic adjustment via peer acceptance for children with low, but not high, verbal ability.

Authors

• Maciel M. Hernández, Arizona State University

• Nancy Eisenberg, Arizona State University

• Carlos Valiente, Arizona State University

• Sarah K. VanSchyndel, Arizona State University

• Tracy L. Spinrad, Arizona State University

• Kassondra M. Silva, Arizona State University

• Rebecca H. Berger, Arizona State University

• Anjolii Diaz, Ball State University

• Nathan Terrell, Arizona State University - Tempe

• Marilyn S. Thompson, Arizona State University

• Jody Southworth, Arizona State University