Exploring Cognition and Early Academic Achievement of African American Children

探索非裔美国儿童的认知和早期学业成就

• 批准号: 8761788
• 负责人: Araba Nayena Blankson
• 金额: $ 39.7万
• 依托单位: SPELMAN COLLEGE
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-07-01 至 2018-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8761788
• 关键词: Academic Research Enhancement Awards; Academic achievement; Achievement; Address; African American; Age; Area; Arts; Behavioral Sciences; Caucasians; Caucasoid Race; Characteristics; Child; Cognition; Cognitive; Conflict (Psychology); Data; Development; Education; Emotional; Environment; Exposure to; Goals; Health; Heterogeneity; Intervention; Knowledge; Link; Liquid substance; Low income; Mathematics; Mediating; Outcome; Participant; Pattern; Performance; Policies; Population; Process; Reading; Research; Research Training; Sampling; Schools; Socioeconomic Status; Strategic Planning; Students; Time; Underserved Population; Woman; base; college; early childhood; executive function; experience; improved; kindergarten; mathematical ability; person centered; public health relevance; reading ability; research study; skills; socioeconomics; teacher

DESCRIPTION (provided by applicant): The link between cognition and academic achievement has been examined for over a century, with evidence indicating cognition as a strong predictor of achievement. However, most of what we know regarding the relation between early cognitive processes and achievement comes from research on primarily Caucasian children or low-income African American children. The proposed research focuses on examining African American children across a broad range of socioeconomic statuses (SES), avoiding the inherent confound in examination of only low-income African American children. In the proposed research, school entry cognitive processes (fluid reasoning, executive functioning, and crystallized knowledge) are examined within the context of classroom quality (emotional support, classroom organization, and instructional support) and student- teacher relationships (warmth and conflict) to elucidate determinants of early reading and math achievement among an economically diverse sample of African American children. The research, which takes both a variable-centered as well as a person-centered approach to the analyses, will be conducted using data obtained from an economically diverse sample of approximately 200 children studied in their pre-K year and then again in their kindergarten year. The proposed research will have a significant impact on improving educational outcomes in African American children by enhancing our understanding of the child x environment processes that influence early reading and math achievement in this underserved population. Results of the research can be used in developing treatments, interventions, or policies concerning early childhood development and education for this understudied population, thereby contributing to enhancing the health and outcomes of children in this nation.

描述（由申请人提供）：认知与学术成就之间的联系已经被研究了一个多世纪，有证据表明认知是成就的有力预测因素。然而，我们对早期认知过程与成就之间关系的了解大部分来自对白人儿童或低收入非洲裔美国儿童的研究。拟议的研究重点是考察各种社会经济地位（SES）的非裔美国儿童，避免仅考察低收入非裔美国儿童所固有的混乱。在拟议的研究中，在课堂质量（情感支持、课堂组织和教学支持）和师生关系（温暖和冲突）的背景下对入学认知过程（流畅推理、执行功能和结晶知识）进行了检查，以阐明经济多样化的非裔美国儿童样本中早期阅读和数学成绩的决定因素。这项研究采用以变量为中心和以人为中心的方法进行分析，将使用从大约 200 名儿童的经济多样化样本中获得的数据进行分析，这些儿童在学前班和幼儿园进行了研究年。拟议的研究将通过增强我们对影响这一服务不足人群的早期阅读和数学成绩的儿童环境过程的理解，对改善非裔美国儿童的教育成果产生重大影响。研究结果可用于为这一受研究人群制定有关儿童早期发展和教育的治疗、干预措施或政策，从而有助于提高该国儿童的健康和成果。