Children's social and scholastic lives in kindergarten: Related spheres of influence?
Children's social and scholastic lives in kindergarten: Related spheres of influence?
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DOI：
10.1111/1467-8624.00101
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发表时间：
1999-11-01
影响因子：
4.6
通讯作者：
Buhs, ES
中科院分区：
文献类型：
--
作者：
Ladd, GW;Birch, SH;Buhs, ES
两项幼儿园样本研究（N = 200，M年龄= 5.58岁; N = 199，M年龄= 5.47岁）的证据支持一系列相互关联的假设来自一个儿童x环境模型的早期学校适应。研究结果与以下推论一致：（1）儿童的认知成熟度和家庭背景等进入因素直接或间接地影响儿童在幼儿园的行为、参与和成就：（2）儿童进入幼儿园后，其最初的行为取向影响其与同伴和教师形成的关系类型;（3）儿童在学校环境中的同伴和教师关系的紧张方面对课堂参与和成就产生不利影响;（4）课堂参与是幼儿园期间取得成就的重要先决条件。总的来说，这些研究结果表明，需要修改现行的学校适应理论，并从这些角度发展的研究议程，以便将人际关系的风险因素，在学校环境中运作。
Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child x environment model of early school adjustment. The findings obtained were consistent with the following inferences: (1) Entry factors, such as children's cognitive maturity and family backgrounds, directly as well as indirectly influence children's behavior, participation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's peer and teacher relationships in the school environment adversely impact classroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, these findings illustrate the need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment.