روابط بین ریسک اولیه خانواده، مقررات رفتاری کودکان و پیشرفت تحصیلی
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|37166||2010||16 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Early Childhood Research Quarterly, Volume 25, Issue 4, 4th Quarter 2010, Pages 464–479
Abstract This study examined relations among early family risk, children's behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic minority status, low maternal education, low average family income from 1 to 54 months, and high maternal depressive symptoms from 1 to 54 months. Results of structural equation modeling indicated that minority status, low maternal education, and low family income had significant negative effects on reading, math, and vocabulary achievement in first grade. Modest indirect effects were also found from ethnicity, maternal education, and maternal depressive symptoms, through 54-month and kindergarten behavioral regulation to first-grade achievement. Discussion focuses on the importance of behavioral regulation for school success especially for children facing early risk.
نتیجه گیری انگلیسی
Conclusion The present study found that a number of family risk factors shaped a child's first-grade academic achievement and highlights the importance of behavioral regulation for early school success. Minority status, low maternal education, and low family income had significant negative effects on reading, math, and vocabulary achievement in first grade. In contrast, longer periods of high maternal depressive symptoms had a small but significant negative indirect effect on achievement through behavioral regulation. Modest negative indirect effects were also found from minority status and low maternal education through poor behavioral regulation to lower first-grade achievement. Finally, behavioral regulation at 54 months and in kindergarten significantly contributed to a child's achievement after controlling for the effects of early family risk factors and served to boost children's academic achievement. Results shed light on the factors that shape children's early regulatory and achievement trajectories which are essential for promoting academic success in the transition to school and beyond.