School Readiness Intervention: Socioemotional Mediators

入学准备干预：社会情绪调解员

• 批准号: 7699694
• 负责人: SUSAN LANDRY
• 金额: $ 2.82万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-07-01 至 2010-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7699694
• 关键词: 3 year old; 4 year old; Affect; African American; Aggressive behavior; Behavior; Behavioral; Behavioral inhibition; Child; Competence; Complex; Condition; Control Groups; Cues; Development; Doctor of Philosophy; Educational Curriculum; Effectiveness; Effectiveness of Interventions; Emotional; Emotions; Equation; Failure; Fostering; Grant; Hispanics; Home environment; Impulsivity; Infant; Informal Social Control; Intervention; Intervention Studies; Label; Language; Mediating; Mediation; Mediator of activation protein; Methods; Modeling; Mothers; Outcome; Participant; Prevention Research; Prevention program; Principal Investigator; Problem Solving; Procedures; Process; Readiness; Recommendation; Regulation; Relative (related person); Reporter; Research; Risk; Risk Factors; Role; Sampling; Schools; Social Conditions; Structural Models; Testing; Thinking; Time; Training; Withdrawal; age group; base; cohort; design; emotion regulation; foster child; improved; indexing; literacy; programs; sensitivity training; size; skills; social; social skills; stem; success; teacher

The primary aim of this auxiliary grant is to examine the role of socioemotional processes, especially emotion-related regulation/control processes and emotion understanding, in the effectiveness of the two interventions described in the partner grants. Two samples of high-risk, primarily Hispanic and African- American children¿2- to 3-year-olds (N = 480) and 4-year-olds (n = 560) will be participants. The main conditions in both age groups will be a control group, a condition involving training for teacher responsivity and enhancing academic skills (RT), and a condition with such training plus explicit training for fostering children's understanding of emotion, social strategies, and regulation (explicit social condition or RT-S). We propose to examine children's effortful emotion-relevant regulation (i.e., EC), reactive control (less voluntary aspects of control or the lack thereof, i.e., impulsivity, behavioral inhibition), emotion understanding, social competence (SC), expressive/receptive language, and academic engagement as mediators of the effects of the two different types of experimental inventions on children's subsequent social competence (SC will be a mediator and outcome variable), adjustment, and academic readiness/functioning (including rudimentary skills related to language, literacy, and math). Children's academic engagement and teacher-child attachment also will be examined as mediators of relations of EC and SC to academic skills. In the analyses, we will examine across-time mediational chains and bi-directional relations in regard to such mediation. The effects of the interventions on the mediators are expected to be stronger for children low in initial levels of EC or adjustment. The effects of the intervention on reactive control are expected to be through EC. To test our hypotheses, we will use a multi-method, multi-reporter.approach to the assessment of regulation and reactive control (including behavioral indices), as well as a multi-reporter assessment of academic engagement, social competence, and adjustment. Emotion understanding will be operationalized as children's abilities to identify emotions and their occurrence in various situations. Mixed model and structural equation analyses will be used to test most predictions. The findings will contribute to an understanding of the processes through which the two types of interventions can affect children's socioemotional and academic development.

这项辅助资助的主要目的是研究社会情感过程的作用，尤其是 与情绪相关的调节/控制过程和情绪理解，两者的有效性 合作伙伴赠款中描述的干预措施。两个高风险，主要西班牙裔和非洲的样本 美国儿童2至3岁（n = 480）和4岁（n = 560）将是参与者。主 两个年龄段的条件将是一个对照组，涉及培训教师反应的条件 并提高学术技能（RT），并采用这种培训以及培养明确的培训 儿童对情绪，社会策略和监管的理解（明确的社会状况或RT-S）。 提案要检查儿童努力的与情绪相关的法规（即EC），反应性控制（较少自愿） 控制的方面或缺乏控制的方面，即冲动性，行为抑制），情感理解，社会 能力（SC），表现力/接受语言和学术参与，作为介于 关于儿童随后的社会能力的两种不同类型的实验事件（SC将是一个 调解人和结果变量），调整以及学术准备/功能（包括基本 与语言，识字和数学有关的技能）。儿童学术参与和教师 依恋还将作为EC和SC关系的介体对学术技能进行检查。在分析中， 我们将研究有关这种调解的跨时间中介连锁和双向关系。这 预计干预措施对调解人的影响对儿童的初始水平较低 EC或调整。干预对反应性控制的影响预计将通过EC。测试 我们的假设，我们将使用多方法，多重重复者。评估监管和 反应性控制（包括行为指数），以及学术的多重评估 参与，社会能力和调整。情绪理解将被视为 儿童在各种情况下识别情绪及其发生的能力。混合模型和结构 方程分析将用于测试大多数预测。这些发现将有助于理解 两种干预措施可以影响儿童的社会情感和 学术发展。