The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated With Difficult Temperament
The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated With Difficult Temperament
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DOI：
10.1037/a0023042
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发表时间：
2011-06-01
影响因子：
--
通讯作者：
Perez-Edgar, Koraly
中科院分区：
文献类型：
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作者：
Curby, Timothy W.;Rudasill, Kathleen Moritz;Perez-Edgar, Koraly
本研究考察了一年级课堂质量对儿童难相处气质（婴儿期评估）与小学早期（一年级）学业和社会结果之间关系的调节作用。根据美国国家儿童健康与人类发展研究所早期儿童保育和青少年发展研究的数据，1032名6个月大的孩子被他们的母亲评定为难相处的性格。然后观察一年级课堂环境的质量，并从三个方面进行评估：情感支持、课堂组织和教学支持。回归分析检验了困难气质和课堂质量领域对儿童学业和社会结果的统计相互作用。结果表明，高质量的课堂环境可以改善与有困难气质相关的学业和社会风险。
The present study examines the moderating role first grade classroom quality may have on the relations between children's difficult temperament (assessed in infancy) and their academic and social outcomes in early elementary school (first grade). Using data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development, 1032 children were rated by their mothers at 6 months of age on difficult temperament. The quality of first grade classroom environments were then observed and rated along three domains: emotional support, classroom organization, and instructional support. Regression analyses examined the statistical interactions between difficult temperament and classroom quality domains on children's academic and social outcomes. Results indicate high-quality classroom environments may ameliorate the academic and social risks associated with having a difficult temperament.