HOME-ENVIRONMENT AND SCHOOL PERFORMANCE - A 10-YEAR FOLLOW-UP AND EXAMINATION OF 3 MODELS OF ENVIRONMENTAL ACTION
HOME-ENVIRONMENT AND SCHOOL PERFORMANCE - A 10-YEAR FOLLOW-UP AND EXAMINATION OF 3 MODELS OF ENVIRONMENTAL ACTION
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DOI：
10.2307/1130253
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发表时间：
1988-08-01
影响因子：
4.6
通讯作者：
ROCK, SL
中科院分区：
文献类型：
--
作者：
BRADLEY, RH;CALDWELL, BM;ROCK, SL
42个10岁和11岁的儿童的家庭环境进行了检查，当他们是婴儿，并再次在童年中期。在2岁和10岁时测量的家庭环境与儿童的SRA成绩测试分数和他们的课堂行为之间观察到显着的相关性。然而，6个月大的家庭环境只与有限数量的课堂行为有关。偏相关被用来测试3个模型的环境作用：模型I（早期经验的首要地位），模型II（当代环境的主导地位），模型III（在稳定的环境中的累积效应）。最强的关系被指出为当代环境，但所有3个模型都得到了一些支持。HOME分数和儿童在童年中期的能力之间的相关性揭示了一个复杂的肖像，是无法解释的参考一个单一的模型的环境行动。本文还介绍了用于小学生家庭的家庭问卷版本。
The home environments of 42 10- and 11-year-old children were examined when they were infants and again during middle childhood. Significant correlations were observed between home environments measured at both 2 years and 10 years and the children''s SRA achievement test scores and their classroom behavior. However, the home environment at 6 months was only related to a limited number of classroom behaviors. Partial correlations were used to test 3 models of environmental action: Model I (primacy of early experience), Model II (predominance of the contemporary environment), Model III (cumulative effects in stable environments). Strongest relations were noted for the contemporary environment, but all 3 models received some support. Correlations between HOME scores and children''s competence in middle childhood revealed a complex portrait that was not explainable with reference to a single model of environmental action. The version of the HOME Inventory used with families of elementary school children is alo introduced.