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.

这项辅助拨款的主要目的是检查社会情感过程的作用，特别是 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的两个高风险样本，主要是西班牙裔和非洲裔。 美国孩子?? 2至3岁儿童（n = 480）和4岁儿童（n = 560）将是主要参与者。 两个年龄组的条件将作为对照组，该条件涉及教师响应能力的培训 和提高学术技能（RT），以及这种培训加上明确的培养培训的条件 儿童对情绪、社交策略和调节（外显社交条件或 RT-S）的理解。 建议检查儿童的努力情绪相关调节（即 EC）、反应性控制（较少自愿） 控制或缺乏控制的方面，即冲动、行为抑制）、情绪理解、社交 能力（SC）、表达性/接受性语言和学术参与作为影响的中介 关于儿童后续社交能力的两种不同类型的实验发明（SC 将是 中介变量和结果变量）、调整和学术准备/功能（包括基本的 与语言、读写和数学相关的技能）。 在分析中，依恋也将被视为 EC 和 SC 与学术技能关系的中介。 我们将研究与此类调解有关的跨时间调解链和双向关系。 对于初始水平较低的儿童，干预措施对中介因素的影响预计会更强 EC或调整干预对反应性控制的影响预计通过EC来测试。 我们的假设，我们将使用多种方法、多报告者的方法来评估监管和 反应控制（包括行为指数），以及多位记者对学业的评估 参与度、社交能力和情绪理解将被操作化。 儿童识别情绪及其在各种情况下发生的能力。混合模型和结构。 方程分析将用于测试大多数预测，研究结果将有助于理解。 两种类型的干预措施影响儿童的社会情感和心理的过程 学术发展。