The goals of this study were to examine the longitudinal relations between school readiness and reading and math achievement and to test if these relations were moderated by temperament. The sample included socio-economically and ethnically diverse twins (N = 551). Parents reported on school readiness when children were five years old. Teachers reported on temperament (effortful control, anger, and shyness) three years later. Standardized measures of reading and math were obtained when children were eight years old. Effortful control and shyness moderated the effect of school readiness on reading. Prediction of reading from school readiness was strongest when students were high in effortful control and low in shyness. Effortful control and shyness predicted math beyond school readiness. There were no relations involving anger. Findings demonstrate that temperament can potentiate the relations between school readiness and reading and highlight the importance of promoting school readiness and effortful control, while decreasing shyness.

本研究的目的是检查入学准备与阅读和数学成绩之间的纵向关系，并测试这些关系是否受到气质的调节。样本包括社会经济和种族多样化的双胞胎（N = 551)。父母在孩子五岁时报告了入学准备情况。三年后，老师们报告了气质（努力控制、愤怒和害羞）。当孩子 8 岁时，获得了阅读和数学的标准化测量值。努力控制和害羞缓和了入学准备对阅读的影响。当学生努力控制程度高且害羞程度低时，对入学准备情况的阅读预测最强。努力控制和害羞预示着数学超出了入学准备。没有涉及愤怒的关系。研究结果表明，气质可以增强入学准备和阅读之间的关系，并强调促进入学准备和努力控制的重要性，同时减少害羞。