Can Temperament Predict School Readiness in At-Risk Kindergarteners? A Combination of Variable-Oriented and Person-Oriented Approaches

ABSTRACT

Research Findings: In this study, a combination of variable-oriented and person-oriented statistical analyses was used to examine the links between three temperament factors (negative affectivity, surgency/extraversion, effortful control) evaluated before entry into kindergarten and the cognitive and socioemotional dimensions of school readiness measured at the end of kindergarten. The sample included 98 children considered to be at risk because of their poor school readiness seven months before kindergarten entry. Multiple linear regressions showed that the temperament factors were associated differentially with the school readiness dimensions at the end of kindergarten. Three school readiness profiles (moderate cognitive and socioemotional risk, high socioemotional risk, high cognitive risk) were identified through latent profile analyses. A multinomial logistic regression showed that the temperament factors helped predict membership in the profiles. Practice or policy: Temperament thus represents an important determinant of school readiness and could be used to identify, within an at-risk population, children who are likely to present risks of a different nature at the end of kindergarten. Prevention programs and closer supervision during the transition to school could then be offered to these children.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The present study was funded by the Social Sciences and Humanities Research Council of Canada (SSHRC; Letarte, Besnard, Lemelin et Normandeau, 2012-2014; Besnard, Letarte, Lemelin et Normandeau, 2013-2015; Laurent, Besnard, Letarte et Lemelin, 2016-2018; Laurent, Letarte, Lemelin, Morin et Besnard, 2017-2020) and supported by the Fonds de recherche du Québec – Société et Culture (FRQSC).The first author also received fellowships from the FRQSC, SSHRC, the Groupe de recherche et d’intervention sur les adaptations sociales de l’enfance (GRISE) and the Centre de recherche universitaire sur les jeunes et les familles (CRUJeF).