ISSN : 1229-0718
The purpose of this study was to investigate the mediating role of children’s negative temperament characteristics on the relationship between early school adjustment and mothers’ parenting attitudes. The participants were 124 pairs of mothers and classroom teachers of children. Children’s temperaments and mothers’ parenting attitudes were measured using mothers’ reports and school adjustment was measured via reports of each child’s school teachers. Correlation and hierarchial regression analyses were conducted based on the reports by the parents and teachers, The findings showed that in terms of academic performance adjustment specifically, there was an interaction effect between the children’s negative temperament characteristics and positive parenting attitudes. On the other hand, there were no indications of interaction effects within the domains of school life adjustment, peer adjustment, and teacher adjustment. Additionally, girls displayed a higher level of school adjustment and its four subcategories compared to boys. Also, the mothers‘ positive parenting attitude significantly predicted school life adjustment, academic performance adjustment, peer adjustment, and teacher adjustment. The results from the current study demonstrated that mothers’ positive parenting attitudes positively affected children’s overall school adjustment and that girls appeared to be better adjusted in the first and second grades of elementary school than boys. Most importantly, children with high negative reactivity are able to perform better academically than the children with low negativity reactivity when they receive positive parenting from their mothers.
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