ArticleJournal of personality2018
Bidirectional associations between emotions and school adjustment.
Article in Journal of personality, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- The Effects of Physical Exercise on Adolescents' School Adjustment and Path Analysis-Evidence from the China Education Panel Survey.Behavioral sciences (Basel, Switzerland) · 2025Article
- Article
- Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher-Student Conflict in Childhood.Early education and development · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
11 authors.
Funding
Abstract
objectiveWe examined the relations of children's (N = 301) observed expression of negative and positive emotion in classes or nonclassroom school contexts (i.e., lunch and recess) to school adjustment from kindergarten to first grade.
methodNaturalistic observations of children's emotional expressivity were collected, as were teachers' reports of children's school engagement and relationship quality with teachers and peers.
resultsIn longitudinal panel models, greater teacher-student conflict and lower student engagement in kindergarten predicted greater negative expressivity in both school contexts. School engagement and peer acceptance in kindergarten positively predicted first grade positive emotion in the classroom. Suggestive of possible bidirectional relations, there was also small unique prediction (near significant) from negative expressivity at lunch and recess to higher teacher-student conflict, from negative expressivity in the classroom to low peer acceptance, and from positive expressivity in the classroom to higher peer acceptance.
conclusionsThe pattern of findings suggests that the quality of experience at school uniquely predicts children's emotional expressivity at school more consistently than vice versa-a finding that highlights the important role of school context in young children's emotionality at school.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.