Table 2.

Model Estimates of Positive Emotional Expressivity on Student Outcomes in Kindergarten

		1. Teacher–student conflict		2. Externalizing behaviors		3. Depressive symptoms		4. Anxiety symptoms
Parameter		Estimate	S.E.	Estimate	S.E.	Estimate	S.E.	Estimate	S.E.
Emotion predictors
Positive expressivity		−0.061	0.066	−0.105 †	0.062	−0.202 **	0.072	−0.131 †	0.069
Positive expressivity balance a		−0.177 ***	0.052	−0.174 **	0.061	−0.127 *	0.050	0.063	0.078
Background covariates
Socioeconomic status		−0.085	0.091	−0.132 *	0.068	−0.155 *	0.079	−0.152 *	0.074
Hispanic b		−0.047	0.083	−0.049	0.089	0.047	0.078	0.006	0.079
Male c		0.063	0.055	0.012	0.054	0.127 *	0.059	0.131 **	0.045
Age d		0.097	0.075	0.076	0.068	0.011	0.050	−0.075	0.070
Model Fit:	χ2	57.919		79.244		59.796		55.010
	df	39		39		39		39
	χ2 p-value	.026		.000		.018		.046
	CFI	.960		.938		.960		.956
	RMSEA	.040		.059		.042		.037

Note. All estimates are standardized. CFI = comparative fit index. RMSEA = root mean square error of approximation.

^aPositive expressivity balance across contexts (i.e., positive emotional expressivity in lunch/recess minus positive emotional expressivity in the classroom).

^b1 = Hispanic, 0 = non-Hispanic.

^c1 = boy, 0 = girl.

^dAge at the beginning of kindergarten.

^†p ≤ .10,

^*p ≤ .05,

^**p ≤ .01,

^***p ≤ .001.