Early Emotion Knowledge and Later Academic Achievement Among Children of Color in Historically Disinvested Neighborhoods.
Early Emotion Knowledge and Later Academic Achievement Among Children of Color in Historically Disinvested Neighborhoods.
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DOI：
10.1111/cdev.13432
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发表时间：
2020-11
影响因子：
4.6
通讯作者：
Brotman LM
中科院分区：
文献类型：
--
作者：
Ursache A;Kiely Gouley K;Dawson-McClure S;Barajas-Gonzalez RG;Calzada EJ;Goldfeld KS;Brotman LM
本研究探讨了情感知识（EK）在幼儿园前（前K;平均年龄= 4.8岁）和数学和阅读成绩的纵向关系，一年后和三年后，在一个样本的1050主要是黑人儿童（超过一半来自移民家庭）生活在历史上被剥夺投资的社区。参与者是一项随机对照试验的后续研究的一部分。控制学前技能，其他社会情感技能，社会人口特征和学校干预状况，在学前教育结束时较高的EK预测幼儿园和二年级较高的数学和阅读成绩测试成绩。适度分析表明，移民家庭的儿童之间的关系减弱。研究结果表明，丰富的学前教育计划的颜色与EK促进干预措施和策略的重要性。
This study examined longitudinal relations between emotion knowledge (EK) in pre-Kindergarten (pre-K; mean age = 4.8 years) and math and reading achievement one and three years later in a sample of 1050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social-emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies.
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影响因子：
2.9
作者：
Blankson, A. Nayena;Weaver, Jennifer Miner;Marcovitch, Stuart
通讯作者：
Marcovitch, Stuart
影响因子：
3
作者：
Garner, Pamela W.;Waajid, Badiyyah
通讯作者：
Waajid, Badiyyah
影响因子：
26.1
作者：
Brotman LM;Dawson-McClure S;Kamboukos D;Huang KY;Calzada EJ;Goldfeld K;Petkova E
通讯作者：
Petkova E
影响因子：
2.2
作者：
Curby, Timothy W.;Brown, Chavaughn A.;Denham, Susanne A.
通讯作者：
Denham, Susanne A.
影响因子：
8
作者：
Brotman, Laurie Miller;Dawson-McClure, Spring;Petkova, Eva
通讯作者：
Petkova, Eva