We investigated whether child temperament (negative emotionality, 5 months) moderated the association between maternal stimulation (5 months–2½ years) and academic readiness and achievement (vocabulary, mathematics, and reading). We applied structural equation modeling to the data from the Quebec Longitudinal Study of Child Development (N = 1121–1448; mostly Whites; 47% girls). Compared to children with low negative emotionality, those with high negative emotionality had higher levels of academic readiness (6 years) and mathematics achievement (7 years) when exposed to high levels of maternal stimulation (β = 3.17, p < .01 and β = 2.91, p < .01, respectively). The results support the differential susceptibility model whereby highly emotionally negative children were more susceptible to the influences of low and high levels of maternal stimulation in academic readiness and mathematics achievement's developments.

中文翻译：

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早期儿童的负面情绪是否会调节母亲刺激与学业准备和成就之间的关联？

我们调查了儿童气质（消极情绪，5 个月）是否调节了母亲刺激（5 个月至 2.5 岁）与学业准备和成绩（词汇、数学和阅读）之间的关联。我们将结构方程模型应用于魁北克儿童发展纵向研究的数据（N  = 1121-1448；主要是白人；47% 是女孩）。与低消极情绪的儿童相比，高消极情绪的儿童在受到高水平母亲刺激时，学业准备程度（6 年）和数学成绩（7 年）更高（β  = 3.17，p  < .01 和β  = 2.91，p  < .01，分别）。结果支持差异易感性模型，即情绪高度消极的儿童更容易受到母亲低水平和高水平刺激对学业准备和数学成绩发展的影响。