دانلود مقاله ISI انگلیسی شماره 135748
ترجمه فارسی عنوان مقاله

اندازه گیری مشارکت یادگیری پیش دبستانی در آزمایشگاه

عنوان انگلیسی
Measuring preschool learning engagement in the laboratory
کد مقاله سال انتشار تعداد صفحات مقاله انگلیسی
135748 2018 24 صفحه PDF
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Journal of Experimental Child Psychology, Volume 167, March 2018, Pages 93-116

ترجمه کلمات کلیدی
تعامل یادگیری، آمادگی مدارس، دستاوردهای علمی، اوایل کودکی، اعتبار، مشاهده آزمایشگاهی،
کلمات کلیدی انگلیسی
Learning engagement; School readiness; Academic achievement; Early childhood; Validity; Laboratory observation;
پیش نمایش مقاله
پیش نمایش مقاله  اندازه گیری مشارکت یادگیری پیش دبستانی در آزمایشگاه

چکیده انگلیسی

Learning engagement is a critical factor for academic achievement and successful school transitioning. However, current methods of assessing learning engagement in young children are limited to teacher report or classroom observation, which may limit the types of research questions one could assess about this construct. The current study investigated the validity of a novel assessment designed to measure behavioral learning engagement among young children in a standardized laboratory setting and examined how learning engagement in the laboratory relates to future classroom adjustment. Preschool-aged children (N = 278) participated in a learning-based Tangrams task and Story sequencing task and were observed based on seven behavioral indicators of engagement. Confirmatory factor analysis supported the construct validity for a behavioral engagement factor composed of six of the original behavioral indicators: attention to instructions, on-task behavior, enthusiasm/energy, persistence, monitoring progress/strategy use, and negative affect. Concurrent validity for this behavioral engagement factor was established through its associations with parent-reported mastery motivation and pre-academic skills in math and literacy measured in the laboratory, and predictive validity was demonstrated through its associations with teacher-reported classroom learning behaviors and performance in math and reading in kindergarten. These associations were found when behavioral engagement was observed during both the nonverbal task and the verbal story sequencing tasks and persisted even after controlling for child minority status, gender, and maternal education. Learning engagement in preschool appears to be successfully measurable in a laboratory setting. This finding has implications for future research on the mechanisms that support successful academic development.