Economically disadvantaged preschoolers: ready to learn but further to go.
Economically disadvantaged preschoolers: ready to learn but further to go.
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经济困难的学龄前儿童：已做好学习准备，但仍需进一步努力。
DOI：
10.1037//0012-1649.33.4.711
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发表时间：
1997
期刊：
影响因子：
--
通讯作者：
Ryan,RH
中科院分区：
文献类型：
--
作者：
Stipek,DJ;Ryan,RH
在秋季和春季对233名学龄前和幼儿园儿童的认知能力和动机进行了评估。第二年春天（幼儿园或一年级）对88名儿童的子样本进行了认知评估。结果显示，在所有8项认知测试中，经济条件差的孩子比条件好的孩子表现差得多。在大多数认知测试中，获得的收益大致相等，在学校一到两年结束时社会经济地位（SES）的差异与学年开始时的差异相似。在评估儿童自信心、对学校的态度、对成功的期望、依赖性和对挑战的偏好的动机测量中，社会经济地位差异较小；他们既没有系统地偏袒弱势儿童，也没有偏袒优势儿童。课堂观察揭示了弱势儿童和优势儿童课堂行为的一些差异。（PsycINFO数据库记录(c) 2016 APA，版权所有）
Cognitive competencies and motivation were assessed in 233 preschool and kindergarten children in the fall and again in the spring. Cognitive assessments were given again in the spring of the following year (kindergarten or 1st grade) to a subsample of 88 children. The results revealed much poorer performance among the economically disadvantaged children compared with advantaged children on all 8 of the cognitive tests. For most cognitive measures, gains were roughly equal and the socioeconomic status (SES) differences at the end of 1 or 2 years in school were similar to the differences at the beginning of the year. Only a few SES differences were found on the motivation measures assessing children's self-confidence, attitude toward school, expectations for success, dependency, and preference for challenge; they did not systematically favor either disadvantaged or advantaged children. Classroom observations revealed some differences in disadvantaged and advantaged children's classroom behavior.(PsycINFO Database Record (c) 2016 APA, all rights reserved)