Strengthening school readiness for Head a self-regulation intervention Start children: Evaluation of
Strengthening school readiness for Head a self-regulation intervention Start children: Evaluation of
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DOI：
10.1016/j.ecresq.2014.08.001
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发表时间：
2015-01-01
影响因子：
3.7
通讯作者：
Acock, Alan C.
中科院分区：
文献类型：
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作者：
Schmitt, Sara A.;McClelland, Megan M.;Acock, Alan C.
本研究探讨了自我调节干预儿童经历人口风险的有效性。利用随机对照设计，分析研究了儿童（N = 276名儿童在14个开端教室; M年龄= 51.69，SD = 6.55）谁参加了8周的自我调节干预表现出更大的收益，自我调节和学习成绩在学龄前一年相比，在对照组的儿童。此外，间接干预效果的成就成果，通过自我调节进行了探讨和差异干预效果的英语语言学习者的样本内的儿童从低收入家庭进行了测试。结果表明，干预组的儿童表现出更强的自我调节水平相比，控制组在春季的学龄前一年。小组比较还显示，干预措施与英语学习者的数学技能显着提高有关。换句话说，与对照组的儿童相比，参与干预的英语学习者在学前教育的春季表现出更强的数学水平，并且相对于也参与干预的英语使用者。本研究为学前准备干预在促进幼儿，特别是英语学习者的自我调节和成就方面的有效性提供了支持。(C)2014年爱思唯尔公司All rights reserved.
The present study examined the efficacy of a self-regulation intervention for children experiencing demographic risk. Utilizing a randomized controlled design, analyses examined if children (N = 276 children in 14 Head Start classrooms; M age = 51.69, SD = 6.55) who participated in an 8-week self-regulation intervention demonstrated greater gains in self-regulation and academic achievement over the preschool year compared to children in a control group. In addition, indirect intervention effects on achievement outcomes through self-regulation were explored and differential intervention effects for English language learners within a sample of children from low-income families were tested. Results indicated that children in the intervention group demonstrated stronger levels of self-regulation compared to the control group in the spring of the preschool year. Group comparisons also revealed that the intervention was related to significantly higher math skills for children who were English language learners. In other words, English language learners who participated in the intervention demonstrated stronger levels of math in the spring of preschool in comparison to children in the control group and relative to English speakers who also participated in the intervention. The present study provides support for the efficacy of a school readiness intervention in promoting self-regulation and achievement in young children, especially English language learners. (C) 2014 Elsevier Inc. All rights reserved.