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Fuchs-Beauchamp KD. Five-year-olds' affective state and compliance to teachers. J Genet Psychol. 1994;155(3):313-9doi: 10.1080/00221325.1994.9914781.
Fuchs-Beauchamp, K. D. (1994). Five-year-olds' affective state and compliance to teachers. The Journal of genetic psychology, 155(3), 313-9. https://doi.org/10.1080/00221325.1994.9914781
Fuchs-Beauchamp, K D. "Five-year-olds' affective state and compliance to teachers." The Journal of genetic psychology vol. 155,3 (1994): 313-9. doi: https://doi.org/10.1080/00221325.1994.9914781
Fuchs-Beauchamp KD. Five-year-olds' affective state and compliance to teachers. J Genet Psychol. 1994 Sep;155(3):313-9. doi: 10.1080/00221325.1994.9914781. PMID: 7964657.
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J Genet Psychol. 1994 Sep;155(3):313-9. doi: 10.1080/00221325.1994.9914781.

Five-year-olds' affective state and compliance to teachers.

The Journal of genetic psychology

K D Fuchs-Beauchamp

Affiliations

  1. Department of Educational and School Psychology, Indiana State University.

PMID: 7964657 DOI: 10.1080/00221325.1994.9914781

Abstract

The relationship between the affective state of 5-year-olds and their compliance to teacher requests was examined. A total of 10 boys and 16 girls were assigned to a positive- or negative-mood group. Mood-induction procedures delineated by Lay, Waters, and Park (1989) were used with the children, and a subsequent compliance task was given. Children in the positive-mood group complied to their teacher with significantly shorter latencies than those in the negative-mood group. Results are discussed as they relate to teacher practices of giving praise and approval.

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