TY  - JOUR
PY  - 2017//
TI  - Effortful control and school adjustment: the moderating role of classroom chaos
JO  - Journal of applied developmental psychology
A1  - Berger, Rebecca H.
A1  - Valiente, Carlos
A1  - Eisenberg, Nancy
A1  - Hernandez, Maciel M.
A1  - Thompson, Marilyn
A1  - Spinrad, Tracy
A1  - VanSchyndel, Sarah
A1  - Silva, Kassondra
A1  - Southworth, Jody
SP  - 108
EP  - 119
VL  - 53
IS  - 
N2  - Guided by the person by environment framework, the primary goal of this study was to determine whether classroom chaos moderated the relation between effortful control and kindergarteners' school adjustment. Classroom observers reported on children's (N = 301) effortful control in the fall. In the spring, teachers reported on classroom chaos and school adjustment outcomes (teacher-student relationship closeness and conflict, and school liking and avoidance). Cross-level interactions between effortful control and classroom chaos predicting school adjustment outcomes were assessed. A consistent pattern of interactions between effortful control and classroom chaos indicated that the relations between effortful control and the school adjustment outcomes were strongest in high chaos classrooms. Post-hoc analyses indicated that classroom chaos was associated with poor school adjustment when effortful control was low, suggesting that the combination of high chaos and low effortful control was associated with the poorest school outcomes.<p />  <p>Language: en</p>
LA  - en
SN  - 0193-3973
UR  - http://dx.doi.org/10.1016/j.appdev.2017.10.001
ID  - ref1
ER  -