Disparities in Self Regulation and School Readiness: Kindergarten Follow-up

自我调节和入学准备方面的差异：幼儿园后续行动

基本信息

批准号：
8594939
负责人：
MARGARET O CAUGHY
金额：
$ 56.48万
依托单位：
UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON
依托单位国家：
美国
项目类别：
财政年份：
2013
资助国家：
美国
起止时间：
2013-07-01 至 2016-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8594939
关键词：
2 year old 21 year old Academic achievement Achievement Address African American Age American Behavior Behavioral Characteristics Child Child Behavior Child Development Competence Conflict (Psychology)County Data Data Collection Development Ecology Enrollment Environment Equation European Failure Family Father-Child Relations Fathers Funding Growth Health Home environment Home visitation House Call Individual Differences Informal Social Control Interview Knowledge Latino Linear Regressions Location Low income Measures Mediating Methods Mexican Americans Minority Modeling Mothers Parents Performance Population Positioning Attribute Race Readiness Research Risk Sampling Schools Socioeconomic Status Structure Student Dropouts Texas Time cohort early experience effective intervention elementary school first grade follow-up high school kindergarten member public health relevance skills social skills teacher

项目摘要

DESCRIPTION (provided by applicant): Self regulation and race/ethnic disparities in school readiness: Kindergarten Follow Up although the importance of behavioral self regulation skills for school readiness is widely accepted, little is known about the development of these skills among low income African American and Latino children. These children are significantly more likely to experience early academic failure, and deficits in early achievement have long-term implications, including greater risk of high school dropout and poor health. Further, no studies have examined the combined impact of both of a supportive home environment and a supportive kindergarten classroom on emerging self regulation and early academic performance among minority children. This study builds upon an ARRA-funded project that established a cohort of 404 low income Latino (predominantly Mexican American) and African American children who were originally enrolled at 21/2 years of age. The proposed project will follow the sample into kindergarten and first grade to examine the relation of individual differences in self regulation development to differences in early academic performance. We will address the following specific aims in this sample of low income Latino and African American children: Aim 1. Examine how individual differences in the emergence of behavioral self regulation are related to differences in academic performance in kindergarten and first grade. Aim 2. Identify how family-level risk and protective factors contribute to the emergence of behavioral self regulation and academic performance in kindergarten and first grade. Aim 3. Examine how the kindergarten classroom environment contributes to the development of self regulation as well as moderates the relation between self regulation and academic performance in kindergarten and first grade. Data collection methods will include home visits and teacher interviews. Measures include child self regulation tasks, assessments of academic performance and social competence, family environment, classroom environment, teacher-child relationship, and child behavior in the classroom. Analytic methods will include multiple linear regression, structural equations modeling, and latent growth curve analysis.

描述（由申请人提供）：入学准备方面的自我调节和种族/民族差异：幼儿园跟进尽管行为自我调节技能对于入学准备的重要性已被广泛接受，但人们对低收入非洲裔美国人这些技能的发展知之甚少和拉丁裔儿童。这些孩子更有可能经历早期学业失败，而早期成绩的缺陷会产生长期影响，包括高中辍学和健康状况不佳的风险更大。此外，还没有研究探讨支持性家庭环境和支持性幼儿园课堂对少数族裔儿童新兴自我调节和早期学业表现的综合影响。这项研究以 ARRA 资助的项目为基础，该项目建立了一个由 404 名低收入拉丁裔（主要是墨西哥裔美国人）和非裔美国儿童组成的队列，这些儿童最初在 21/2 岁时入组。拟议的项目将跟踪样本进入幼儿园和一年级，以研究自我调节发展的个体差异与早期学业表现差异的关系。我们将在这个低收入拉丁美洲和非裔美国儿童样本中解决以下具体目标：目标 1. 检查行为自我调节出现的个体差异如何与幼儿园和一年级的学业成绩差异相关。目标 2. 确定家庭层面的风险和保护因素如何促进幼儿园和一年级行为自我调节和学业成绩的出现。目标 3. 检查幼儿园课堂环境如何有助于自我调节的发展以及如何调节幼儿园和一年级自我调节与学业成绩之间的关系。数据收集方法包括家访和教师访谈。措施包括儿童自我调节任务、学业成绩和社交能力评估、家庭环境、课堂环境、师生关系以及儿童在课堂上的行为。分析方法包括多元线性回归、结构方程建模和潜在增长曲线分析。