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      Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school

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          Abstract

          <p class="first" id="P2">The current study examined the role of naturally-occurring negative and positive emotion expressivity in kindergarten and children’s effortful control (EC) on their relationships with teachers, academic engagement, and problems behaviors in school. Further, the potential moderating role of EC on these important school outcomes was assessed. Emotion and engagement were observed at school. EC was assessed by multiple methods. Teachers reported on their student–teacher relationships and student’s externalizing behaviors. Children’s emotion expressivity and EC were related to engagement and relationships with teachers as well as behavioral problems at school. Children low in EC may be particularly vulnerable to the poor outcomes associated with relatively intense emotion expressivity as they struggle to manage their emotions and behaviors in the classroom. </p>

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          Author and article information

          Journal
          Journal of Research in Personality
          Journal of Research in Personality
          Elsevier BV
          00926566
          April 2017
          April 2017
          : 67
          : 3-14
          Article
          10.1016/j.jrp.2015.11.002
          5455333
          28584388
          d382fdf8-039c-4f1f-9c1e-140d047953e2
          © 2017

          https://www.elsevier.com/tdm/userlicense/1.0/

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