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Does Early Child Negative Emotionality Moderate the Association between Maternal Stimulation and Academic Readiness and Achievement?

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Bibliographic Details
Title: Does Early Child Negative Emotionality Moderate the Association between Maternal Stimulation and Academic Readiness and Achievement?
Language: English
Authors: Ophélie A. Collet (ORCID 0000-0003-1859-6765), Massimiliano Orri, Cédric Galéra, Laura Pryor, Michel Boivin, Richard Tremblay, Sylvana Côté
Source: Child Development. 2024 95(3):948-961.
Availability: 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://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Childrens Attitudes, Personality, Psychological Patterns, School Readiness, Parent Child Relationship, Mothers, Longitudinal Studies, Child Development, Mathematics Achievement, Parent Influence, Stimulation
DOI: 10.1111/cdev.14045
ISSN: 0009-3920
1467-8624
Abstract: 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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1424516
Database: ERIC
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Abstract: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.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.14045