Exploring pathways linking early childhood adverse experiences to reduced preadolescent school engagement.
Exploring pathways linking early childhood adverse experiences to reduced preadolescent school engagement.
复制标题
探索将幼儿期不良经历与青春期前学校参与度降低联系起来的途径。
DOI：
10.1016/j.chiabu.2022.105572
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发表时间：
2023
影响因子：
4.8
通讯作者：
Bierman,KarenL
中科院分区：
文献类型：
--
作者：
McDoniel,MeghanE;Bierman,KarenL
BackgroundCross-sectional studies link adverse childhood experiences (ACEs) with school disengagement, contributing to chronic absenteeism and underachievement.ObjectiveThis prospective longitudinal study explored malleable mediators that might account for the developmental progression from early childhood ACEs to preadolescent school disengagement. Negative cascades were tested that explored student-teacher relationship quality and child behavior problems (internalizing and externalizing) as potential mediators.Participants and setting556 children were recruited from Head Start preschool classrooms (Mage= 4.67 years old,SD= 0.32; 51% female; 58% European American, 25% African American, 19% Latinx) at which time parents reported on ACEs.MethodsChildren were followed longitudinally; kindergarten and third grade teachers rated student-teacher relationship quality and classroom behavior problems. Students described their school engagement (i.e., academic involvement, school bonding, and teacher affiliation) in fifth grade as they prepared for the transition into middle school.ResultsPath models documented a mediated cascade linking early childhood ACES through poor kindergarten student-teacher relationship quality to elevated third grade internalizing problems (mediation pathβ= 0.018, SE= 0.009,p< 0.05) which, in turn, led to reduced fifth-grade school engagement (mediation pathβ= 0.027, SE= 0.014,p= 0.05). Early childhood ACEs also predicted elevated externalizing problems in elementary school, but without mediation by student-teacher relationship quality or link to fifth-grade school engagement.ConclusionResults are discussed in light of understanding developmental processes that link early ACEs with school difficulties and informing the design of preventive interventions for children at risk.
