Temperamental Constellations and School Readiness: A MultiVariate Approach

Authors

Andrew S. White, University of Nebraska–LincolnFollow
Kate M. Sirota, University of Nebraska–LincolnFollow
Scott R. Frohn, University of Nebraska-LincolnFollow
Sarah E. Swenson, University of Nebraska–LincolnFollow
Kathleen Moritz Rudasill, Virginia Commonwealth University, RichmondFollow

ORCID IDs

https://orcid.org/0000-0002-9415-8575

Document Type

Article

Date of this Version

2021

Citation

White, A.S.; Sirota, K.M.; Frohn, S.R.; Swenson, S.E.; Rudasill, K.M. Temperamental Constellations and School Readiness: A MultiVariate Approach. Int. J. Environ. Res. Public Health 2021, 18, 55. https:// dx.doi.org/10.3390/ijerph18010055

Comments

2020 by the authors.

Abstract

This study uses canonical correlation analyses to explore the relationship between mul- tiple predictors of school readiness (i.e., academic readiness, social readiness, and teacher-child relationship) and multiple temperamental traits using data from the second wave (age 54 months, n = 1226) of the longitudinal Study of Early Child Care and Youth Development (SECCYD; NICHD ECCRN 1993). This longitudinal study collected data on a large cohort of children and their families from birth through age 15. For academic readiness, only one temperamental constellation emerged, representing the construct of effortful control (i.e., high attentional focusing, high inhibitory con- trol). For peer interactions, two significant constellations emerged: “dysregulated” (low inhibitory control, low shyness, and high activity), and “withdrawn” (high shyness, low inhibitory control, low attentional focusing). Finally, the analyses exploring child-teacher relationships revealed two significant constellations: “highly surgent” (high activity, low inhibitory control, low shyness) and “emotionally controlled” (low anger/frustration and high inhibitory control). Results of this study form a more nuanced exploration of relationships between temperamental traits and indicators of school readiness than can be found in the extant literature, and will provide the groundwork for future research to test specific hypotheses related to the effect temperamental constellations have on children’s school readiness.