Temperamental Anger and Positive Reactivity and the Development of Social Skills: Implications for Academic Competence during Preadolescence.

RESEARCH
FINDINGS: This study examines whether the development of social skills during childhood serves as a mechanism through which temperamental anger and positive reactivity in toddlerhood influences children's academic competence during preadolescence (N = 406). Temperamental anger at age 2 was negatively associated with children's social skills at age 7; in turn, children's social skills at age 7 were negatively associated with teacher report of academic competence and child and teacher report of school problems at age 10. All three indirect effects were significant suggesting that children's social skills at age 7 is one mechanism through which temperamental anger at age 2 is associated with age 10 child- and teacher-reported school problems. Temperamental positive reactivity was not associated with children's social skills or academic competence. PRACTICE OR POLICY: Results provide support for early entry points to teach toddlers, especially those high in anger reactivity, the skills to engage in socially appropriate interactions with classmates and teachers, which may lessen subsequent academic challenges.