Child engagement in the transition to school: Contributions of self-regulation, teacher-child relationships and classroom climate
Child engagement in the transition to school: Contributions of self-regulation, teacher-child relationships and classroom climate
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DOI：
10.1016/j.ecresq.2015.01.008
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发表时间：
2015-01-01
影响因子：
3.7
通讯作者：
Buyse, Evelien
中科院分区：
文献类型：
--
作者：
Cadima, Joana;Doumen, Sarah;Buyse, Evelien
本研究以系统生态参与模型为框架，考察了幼儿园和一年级学习行为参与的跨年级模式，以及儿童抑制控制和课堂环境的各个方面（即师生关系质量、感知到的同伴教师冲突和课堂组织）对这一时期行为参与的贡献。参与者有 145 名儿童。行为参与度由幼儿园教师进行评分，由独立观察员观察并由一年级教师进行评分。入园伊始，观察抑制控制，幼儿园教师汇报师生关系质量。一年级时，观察员对课堂组织的质量进行了评分。多层次分析表明，抑制控制、更密切的师生关系和较低水平的感知同伴教师冲突有助于提高幼儿园的行为参与度，这反过来又与一年级课堂组织的质量相结合，预测一年级观察到的和教师报告的参与度。结果表明，个人、二元和课堂层面的多个贡献者与向学校过渡的重要时期的行为参与相关。 (C) 2015 Elsevier Inc. 保留所有权利。
Framed by a systemic-ecological model of engagement, this study examined cross-grade patterns of behavioral engagement in learning over kindergarten and first grade and the contributions of child inhibitory control and facets of the classroom context (i.e., teacher-child relationship quality, perceived peer-teacher conflict, and classroom organization) to behavioral engagement over this period. Participants were 145 children. Behavioral engagement was rated by teachers in kindergarten, and it was both observed by independent observers and rated by teachers in first grade. At the beginning of kindergarten, inhibitory control was observed and kindergarten teachers reported on teacher-child relationship quality. In first grade, observers rated the quality of classroom organization. Multilevel analyses indicated that inhibitory control, closer teacher-child relationships and lower levels of perceived peer-teacher conflict contributed to higher levels of behavioral engagement in kindergarten, which in turn combined with the quality of classroom organization in first grade to predict both observed and teacher-reported engagement in first grade. The results suggest that multiple contributors at the individual, dyadic, and classroom-level are relevant for behavioral engagement over the important period of transition to school. (C) 2015 Elsevier Inc. All rights reserved.