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Temperament and Social Problem Solving: Influences on Academic Skills in Early Elementary School

Poster Session VII - Board: VII-111
Sunday, May 24, 2009, 8:00 AM - 9:00 AM
Golden Gate Exhibit Hall

Olga L. Moas
University of Miami

Heather A. Henderson
University of Miami

The purpose of this study was to examine whether children’s 54-month social problem solving (SPS) skills mediate the associations between 54-month temperament and Kindergarten and first grade academic skills. Participants (N = 1,117) were from the NICHD Early Child Care Study. As predicted, temperamental shyness and inhibitory control predicted academic skills through SPS.

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Festschrift for Donald Stein