LONGITUDINAL MODELS FOR CHILD SOCIALIZATION

儿童社会化的纵向模型

• 批准号: 3322435
• 负责人: GERALD R PATTERSON
• 金额: $ 7.11万
• 依托单位: OREGON SOCIAL LEARNING CENTER, INC.
• 依托单位国家: 美国
• 财政年份: 1986
• 资助国家: 美国
• 起止时间: 1986-07-01 至 1988-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3322435
• 关键词: academic achievement; child psychology; family structure /dynamics; interview; longitudinal human study; peer group; self concept; social model; socializations

The present study is an investigation of the role of family management practices and interactional processes on the development of the child's peer relations, self-esteem, and academic performance. Data collected in two separate studies, representing a passive longitudinal design and a randomized longitudinal experiment, will be analyzed to provide support for the causal role of family management on the three child outcome variables. In the passive longitudinal design, two 100-subject cohorts of 9- to 10-year-old boys were followed over 3 years to ages 11 and 12. The randomized longitudinal experiment consists of 70 families randomly assigned to OSLC or community treatment. The OSLC intervention is aimed at helping parents develop noncoercive means of discipline, better child monitoring skills, the use of positive reinforcement, involvement with the child, and problem solving skills. Both studies provide multiple agent and method assessments of the key theoretical dependent and independent constructs. Structural equation modeling (i.e., LISREL) is proposed as the primary analytic tool for both samples. The authors hypothesized and tested a series of static (concurrent) structural equation models relating family management skills and undersocialized child behavior to peer relations, self-esteem, and academic skills. Alternative models for the longitudinal data sets have been developed for this proposal that reflect different developmental processes leading to the three child outcome variables: peer relations, self-esteem, and academic performance. The models will be tested on the passive longitudinal data set, and the results confirmed with data from the randomized longitudinal experiment. The study is viewed as making at least two distinct contributions. First, considerable knowledge of the developmental processes which determine peer acceptance, academic performance, and self-esteem will be gained. Second, the unique methodological approach proposed has been written about in several sources, but no previous research effort has been able to dovetail a passive longitudinal study and its findings with a randomized longitudinal experiment. This paradigm allows for causal inferences to be made based on the combination of these methods.

本研究旨在探讨家庭管理的作用 儿童发展的实践和互动过程 同伴关系、自尊和学业成绩。 数据收集于 两项独立的研究，代表被动纵向设计和 随机纵向实验，将进行分析以提供支持 家庭管理对三个儿童结果变量的因果作用。 在被动纵向设计中，两个 100 名受试者的队列，每组 9 至 对 10 岁男孩进行了 3 年多的跟踪调查，直至 11 岁和 12 岁。 随机纵向实验由70个家庭随机组成 分配至 OSLC 或社区治疗。 OSLC 干预的目的是 帮助父母制定非强制性的管教手段，让孩子变得更好 监控技巧、积极强化的使用、参与 孩子的能力，以及解决问题的能力。 两项研究都提供了关键因素的多种药物和方法评估 理论依赖和独立结构。 结构方程 建模（即 LISREL）被提议作为主要分析工具 样品。 作者假设并测试了一系列静态 （并发）与家庭管理技能相关的结构方程模型 以及儿童社会化不足的行为对同伴关系、自尊和 学术技能。 已经开发了纵向数据集的替代模型 该提案反映了导致 三个儿童结果变量：同伴关系、自尊和学业 表现。 该模型将在被动纵向数据上进行测试 组，结果通过随机纵向数据得到证实 实验。 该研究被认为至少做出了两项不同的贡献。 第一的， 对决定同侪的发展过程有丰富的了解 将会获得认可、学业成绩和自尊。 第二， 所提出的独特方法已在 有多个来源，但之前的研究工作无法吻合 一项被动纵向研究及其结果，随机 纵向实验。 这种范式允许因果推论 是基于这些方法的结合而制作的。