Self-Regulation Development Among Young Spanish-English Dual Language Learners.
Self-Regulation Development Among Young Spanish-English Dual Language Learners.
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DOI：
10.1016/j.ecresq.2022.02.004
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发表时间：
2022
影响因子：
3.7
通讯作者：
McClelland, Megan
中科院分区：
文献类型：
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作者：
Caughy, Margaret O'Brien;Brinkley, Dawn Y;Pacheco, Daniel;Rojas, Raul;Miao, Alicia;Contreras, Mariah M;Owen, Margaret Tresch;Easterbrooks, M Ann;McClelland, Megan
尽管有强有力的证据表明自我调节技能对入学准备至关重要，但仍然缺乏描述自我调节发展轨迹的纵向研究，特别是在资源匮乏和代表性不足的人群中，如西班牙语-英语双语学习者（dll）。本研究调查了来自美国四个不同样本和三个地理位置的459名西班牙语-英语非母语学生自我调节轨迹的个体差异。所有样本的自我调节都是通过从幼儿到小学早期的头-脚趾-膝盖-肩膀（HTKS）任务的反复管理来评估的。潜在生长曲线分析的结果表明，生长最能代表二次轨迹。潜在阶级增长分析捕获了自我调节轨迹的显著个体差异。一组儿童（41%）开始时HTKS得分较高，表现出早期快速增长的表现。类似比例的儿童（41%）表现出自我调节能力的中等增长，从较低的HTKS分数开始，但从4.5岁开始表现出快速增长。最后，大约18%的样本直到进入小学后，大约6岁左右才显示出HTKS成绩的增长。在这个发育较晚的群体中，女孩的可能性是男孩的一半。同样，在这个低收入样本中，来自社会经济地位较高家庭的孩子，相对于来自社会经济地位较低家庭的孩子，进入后期发展群体的可能性要小得多。研究结果表明，监测自我调节的增长速度是一种重要的手段，可以识别那些没有必要的自我调节技能就进入学校的儿童。
Despite strong evidence self-regulation skills are critical for school readiness, there remains a dearth of longitudinal studies that describe developmental trajectories of self-regulation, particularly among low-resource and underrepresented populations such as Spanish-English dual-language learners (DLLs). The present study examined individual differences in trajectories of self-regulation among 459 Spanish-English DLLs who were Hispanic from four different samples and three geographic locations in the U.S. Self-regulation was assessed in all samples using repeated administration of the Head-Toes-Knees-Shoulders (HTKS) task from early childhood through early elementary school. Results of latent growth curve analyses revealed that growth was best represented by quadratic trajectories. Latent class growth analyses captured significant individual differences in self-regulation trajectories. One group of children (41%) started with higher HTKS scores and displayed rapid early growth in performance. A similar percentage of children (41%) displayed intermediate growth in self-regulation, starting with lower HTKS scores but displaying rapid growth commencing arrange 4.5 years. Finally, about 18% of the sample did not display growth in HTKS performance until after entry to elementary school, around age 6 years. Girls were half as likely as boys to be in this later developing group. Likewise, children from families at the upper end of the socioeconomic distribution in this low-income sample were significantly less likely to be in the later developing group relative to children from families with lower SES. Study findings indicate the importance of monitoring growth rates in self-regulation as a means of identifying children at risk for entering school without the requisite self-regulation skills.