Children entering school with lower school readiness are at greater risk of facing adjustment problems in subsequent years. Recently, temperament has emerged as a predictor of school readiness, but whether the readiness of children with different temperament traits are differentially affected by the quality of their family environment remains unknown. This study pertained to the moderating role of children's temperament (negative affectivity, surgency/extraversion, effortful control) in the relationship between family environment (parenting and sociodemographic risk) and two school readiness dimensions (cognitive and socioemotional). We also tested how such interactions corresponded to three theoretical models of person-environment interactions: diathesis-stress, differential susceptibility, and vantage sensitivity. The sample included 98 children (59% boys) at risk due to their poor school readiness at 4.5 years old. Temperament was reported by parents, whereas family characteristics were extracted from a combination of parent reports and observations during a home visit before kindergarten when the children were 4.5 years old. School readiness was both assessed directly with the children and reported by parents at the end of kindergarten (M = 72.5 months; SD = 3.4). Hierarchical multiple linear regressions showed that negative affectivity and surgency/extraversion did not interact with family characteristics to predict children's school readiness. Therefore, enhancing the quality of family environments is likely to improve the school readiness of all at-risk children, regardless of their reactivity. Nonetheless, significant interactions were observed between family characteristics, and effortful control. Support was found for the diathesis-stress model but was insufficient to confirm either differential susceptibility or vantage sensitivity. Because at-risk children appear differentially affected by their family environment as a function of their effortful control level, adjusting preventive interventions to children's regulation capacities may be a useful way to enhance their effectiveness, and children's school readiness.

入学准备程度较低的儿童在随后几年面临适应问题的风险更大。最近，气质成为了入学准备的预测指标，但不同气质特征的孩子的准备是否受到家庭环境质量的不同影响仍然未知。本研究涉及儿童气质（消极情感、急躁/外向、努力控制）在家庭环境（育儿和社会人口风险）和两个入学准备维度（认知和社会情绪）之间的关系中的调节作用。我们还测试了这种相互作用如何与人与环境相互作用的三种理论模型相对应：素质压力、差异敏感性和优势敏感性。样本包括 98 名儿童（59% 男孩），因为他们在 4.5 岁时入学准备不足。气质由父母报告，而家庭特征是从孩子4.5岁幼儿园前家访期间的父母报告和观察的组合中提取的。入学准备情况直接与孩子一起评估，并在幼儿园结束时由家长报告（M  = 72.5 个月；标清 = 3.4)。分层多元线性回归表明，消极情感和冲动/外向性与家庭特征没有相互作用来预测儿童的入学准备情况。因此，提高家庭环境的质量可能会提高所有高危儿童的入学准备，无论他们的反应如何。尽管如此，在家庭特征和努力控制之间观察到显着的相互作用。找到了对素质-压力模型的支持，但不足以确认差异敏感性或优势敏感性。由于处于危险中的儿童似乎会因其努力的控制水平而受到家庭环境的不同影响，因此根据儿童的调节能力调整预防性干预措施可能是提高其有效性的有用方法，