Predicting developmental outcomes at school entry using a multiple-risk model: four American communities. The Conduct Problems Prevention Research Group.
Predicting developmental outcomes at school entry using a multiple-risk model: four American communities. The Conduct Problems Prevention Research Group.
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使用多重风险模型预测入学时的发展结果：四个美国社区。
DOI：
10.1037//0012-1649.35.2.403
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发表时间：
1999
影响因子：
4
通讯作者：
Pinderhughes,EE
中科院分区：
文献类型：
--
作者：
Greenberg,MT;Lengua,LJ;Coie,JD;Pinderhughes,EE
不同的危险因素在预测儿童的心理和学业成绩在一年级末的贡献进行了检查。使用回归模型，生态行为风险的水平进行了评估，按照以下顺序：具体的人口统计数据，广泛的人口统计数据，家庭心理社会状况，母亲的抑郁症状，和邻里质量。参与者是来自4个美国社区的337个家庭。在幼儿园评估预测变量，并在一年级结束时评估教师，家长和儿童的结果（行为和学业）。结果表明，（a）每个层次的分析有助于预测大多数结果，（B）18%-29%的方差预测的结果，（c）一组共同的预测因素预测许多结果，（d）种族显示很少的独特的预测，（e）的质量的邻居显示小，但独特的预测外化的问题。
The contributions of different risk factors in predicting children's psychological and academic outcomes at the end of 1st grade were examined. Using a regression model, levels of ecobehavioral risk were assessed in the following order: specific demographics, broad demographics, family psychosocial status, mother's depressive symptoms, and neighborhood quality. Participants were 337 families from 4 American communities. Predictor variables were assessed in kindergarten, and teacher, parent, and child outcomes (behavioral and academic) were assessed at the end of 1st grade. Results indicated that (a) each level of analysis contributed to prediction of most outcomes,(b) 18%–29% of the variance was predicted in outcomes,(c) a common set of predictors predicted numerous outcomes,(d) ethnicity showed little unique prediction, and (e) the quality of the neighborhood showed small but unique prediction to externalizing problems.