ABSTRACT

Research Findings: In this study, a combination of variable-oriented and person-oriented statistical analyses was used to examine the links between three temperament factors (negative affectivity, surgency/extraversion, effortful control) evaluated before entry into kindergarten and the cognitive and socioemotional dimensions of school readiness measured at the end of kindergarten. The sample included 98 children considered to be at risk because of their poor school readiness seven months before kindergarten entry. Multiple linear regressions showed that the temperament factors were associated differentially with the school readiness dimensions at the end of kindergarten. Three school readiness profiles (moderate cognitive and socioemotional risk, high socioemotional risk, high cognitive risk) were identified through latent profile analyses. A multinomial logistic regression showed that the temperament factors helped predict membership in the profiles. Practice or policy: Temperament thus represents an important determinant of school readiness and could be used to identify, within an at-risk population, children who are likely to present risks of a different nature at the end of kindergarten. Prevention programs and closer supervision during the transition to school could then be offered to these children.

摘要

研究成果：在这项研究中，变量导向和人导向的统计分析相结合，用于检查进入幼儿园前评估的三个气质因素（消极情感、急躁/外向、努力控制）与认知和社会情感维度之间的联系。在幼儿园结束时测量入学准备情况。样本包括 98 名儿童，因为他们在幼儿园入学前 7 个月没有做好入学准备，因此被认为处于危险之中。多元线性回归显示，气质因素与幼儿园结束时的入学准备维度存在差异。通过潜在概况分析确定了三种入学准备情况（中度认知和社会情绪风险、高社会情绪风险、高认知风险）。实践或政策：因此，气质代表了入学准备的一个重要决定因素，可用于在高危人群中识别可能在幼儿园结束时呈现不同性质风险的儿童。然后可以向这些孩子提供在过渡到学校期间的预防计划和更密切的监督。