ERIC Number: EJ1424516
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: EISSN-1467-8624
Does Early Child Negative Emotionality Moderate the Association between Maternal Stimulation and Academic Readiness and Achievement?
Ophélie A. Collet; Massimiliano Orri; Cédric Galéra; Laura Pryor; Michel Boivin; Richard Tremblay; Sylvana Côté
Child Development, v95 n3 p948-961 2024
We investigated whether child temperament (negative emotionality, 5 months) moderated the association between maternal stimulation (5 months--2½ years) and academic readiness and achievement (vocabulary, mathematics, and reading). We applied structural equation modeling to the data from the Quebec Longitudinal Study of Child Development (N = 1121-1448; mostly Whites; 47% girls). Compared to children with low negative emotionality, those with high negative emotionality had higher levels of academic readiness (6 years) and mathematics achievement (7 years) when exposed to high levels of maternal stimulation ([Beta] = 3.17, p < 0.01 and [Beta] = 2.91, p < 0.01, respectively). The results support the differential susceptibility model whereby highly emotionally negative children were more susceptible to the influences of low and high levels of maternal stimulation in academic readiness and mathematics achievement's developments.
Descriptors: Childrens Attitudes, Personality, Psychological Patterns, School Readiness, Parent Child Relationship, Mothers, Longitudinal Studies, Child Development, Mathematics Achievement, Parent Influence, Stimulation
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A