Self-regulation development and the transition to middle school

自我调节发展和向中学的过渡

基本信息

批准号：
9382680
负责人：
MARGARET O CAUGHY
金额：
$ 63.81万
依托单位：
UNIVERSITY OF GEORGIA
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 2022-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9382680
关键词：
Academic achievement Address Adolescent African American Age Assimilations Behavioral Buffers Characteristics Child Child Rearing Cognitive Color Communities Complex Data Data Collection Development Developmental Process Discrimination Ecology Elderly Enrollment Environment Equation Ethnic Origin Exposure to Face Failure Family Family Process Family Relationship Follow-Up Studies Graduation Rates Growth Home visitation Individual Individual Differences Informal Social Control Interview Latino Life Cycle Stages Life Stress Low income Measures Mediating Methods Middle School Student Minority Modeling Neighborhoods Nursery Schools Participant Pathway interactions Performance Phonation Population Poverty Problem behavior Process Race Readiness Risk Risk Behaviors Risk Factors Role Sampling Schools Social Class Social Environment Socialization Stress Structure Student Dropouts Substance abuse problem Surveys Telephone Time Transact Youth analytical method behavioral outcome cohort critical period design early adolescence early childhood educational atmosphere ethnic disparity ethnic identity ethnic minority population experience first grade high school innovation junior high school kindergarten low socioeconomic status racial and ethnic seventh grade sexual risk taking skills social social skills stressor success teacher theories

项目摘要

Self-regulation and the transition to middle school The transition from elementary to middle school often precipitates a downward spiral in academic performance characterized by declining grades, academic disengagement, and eventual high school drop-out. During this same period, risky behaviors such as substance abuse and sexual risk-taking increase. Low-income African American and Latino children are particularly vulnerable to the negative effects of this transition. Disentangling the factors contributing to the academic success/failure of low-income African American and Latino youth requires viewing development as a complex developmental process with “intertwined developmental trajectories, social pathways, and social convoys” (Benner, 2011). For low-income African American and Latino youth in particular, it is important to consider the intersection of social class, culture, and ethnicity for children of color transitioning to middle school. Life course theory suggests that early life stress can have a cumulative effect on development. Accordingly, individual level vulnerabilities at multiple levels of the youth ecology (individual, family, school, and neighborhood) can be potentiated during times of exposure to additional normative stressors, such as developmental transition points. Minority youth from low-SES families not only experience difficulties associated with poverty but also cultural stress (e.g., assimilation, discrimination) which undermine their ability to face normative stressors such as transitioning into middle school. We propose to follow a large cohort of low-income African American and Latino children first enrolled at age 2½ as part of the Dallas Preschool Readiness Project (DPReP) as they transition into middle school. DPReP participants have completed four waves of data collection that have included measures of emerging self- regulation skills, academic achievement, and behavior problems. By following this sample into middle school, we will characterize trajectories of self-regulation development to address the following primary aims: Aim 1. Examine how individual differences in trajectories of self-regulation development from 2½ years into middle school are related to differences in academic and behavioral adjustment in middle school for low-income African Americans and Latinos. Aim 2. Examine how the interrelated contexts of family, school and neighborhood contribute to the middle school academic and behavioral adjustment of low-income African Americans and Latinos. Aim 3. Examine how the relation of family, school, and neighborhood contexts to academic and behavioral adjustment in middle school is both mediated and moderated by self-regulation skills among low- income African Americans and Latinos. Data collection methods will include home visits, phone interviews, teacher surveys, and classroom and neighborhood observations. Measures include child self-regulation, assessments of academic performance and social competence, family environment, classroom environment, teacher-child relationship, and neighborhood conditions. Analytic methods will include structural equations modeling, and latent differences models.

自我调节和向中学的过渡从小学到中学的过渡通常会导致学术的下降螺旋表现的特征是成绩下降，学术脱离接触和最终的高中辍学。在同一时期，诸如药物滥用和性冒险的危险行为增加。低收入非裔美国人和拉丁裔儿童尤其容易受到这种过渡的负面影响。解开导致低收入非裔美国人的学术成功/失败的因素和拉丁裔青年需要将发展视为一个复杂的发展过程发展轨迹，社会道路和社会车队”（Benner，2011年）。特别是美国和拉丁裔青年，重要的是要考虑社会阶层，文化和有色子女过渡到中学的种族。生活课程理论表明，早期生活压力可以对发展产生累积影响。根据每个级别的每个级别的漏洞在暴露时期，可以将青年生态（个人，家庭，学校和社区）潜在其他正常压力源，例如发育过渡点。低调家庭的少数族裔青年不仅遇到与贫困相关的困难，而且还经历了文化压力（例如，同化，歧视）破坏了他们面对正常压力源的能力，例如过渡到中间学校。我们建议关注大量低收入的非裔美国人和拉丁裔儿童在达拉斯学龄前项目（DPREP）过渡到中学时，年龄为2½。 DPREP 参与者已经完成了四波数据收集，其中包括新兴自我的措施监管技能，学术成就和行为问题。通过将该样本纳入中学，我们将表征自我调节发展的轨迹，以解决以下主要目的：目标1。检查自我调节发展轨迹的个体差异如何从2。2。中学与中学的学术和行为调整差异有关低收入的非裔美国人和拉丁美洲人。目标2。检查家庭，学校和邻里相互关联的环境如何为中间低收入非裔美国人和拉丁美洲人的学校学术和行为调整。目标3。检查家庭，学校和邻里环境与学术和行为的关系如何中学的调整是由低 - 收入非裔美国人和拉丁美洲人。数据收集方法将包括家庭访问，电话采访，教师调查和教室，以及邻里观察。措施包括儿童自我调节，对学业成绩的评估和社会能力，家庭环境，课堂环境，教师关系和社区状况。分析方法将包括结构方程建模和潜在差异模型。