Experiences in after-school programs and children's adjustment in first-grade classrooms.
Experiences in after-school programs and children's adjustment in first-grade classrooms.
复制标题
拥有一年级课堂课后项目和儿童适应的经验。
DOI：
10.1111/1467-8624.00054
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发表时间：
1999
影响因子：
4.6
通讯作者：
Vandell,DL
中科院分区：
文献类型：
--
作者：
Pierce,KM;Hamm,JV;Vandell,DL
150名儿童在课外活动的经验进行了检查，在一年级的表现。三个方面的程序经验（情绪气候，质量的同伴互动，和程序课程）与孩子们的同时调整在学校，控制家庭选择因素。工作人员的积极性与男孩表现出较少的内化和外化问题，而工作人员的消极性与男孩获得较差的成绩在阅读和数学。程序的灵活性与男孩有更好的社交技能。在项目中与同龄人更频繁的负面互动与更多的内化和外化问题以及学校中更差的社交技能有关。参加提供大量不同活动的项目的男孩有更多的内化和外化问题，阅读和数学成绩较差。放学后的经历也与女孩的行为有关，但女孩的关联不如男孩明显。
The experiences of 150 children in after‐school programs were examined in relation to performance in first grade. Three aspects of program experiences (emotional climate, quality of peer interactions, and program curriculum) were associated with the children's concurrent adjustment at school, controlling for family selection factors. Staff positivity in the after‐school programs was associated with boys displaying fewer internalizing and externalizing problems, whereas staff negativity was related to boys obtaining poorer grades in reading and math. Program flexibility was associated with boys having better social skills. More frequent negative interactions with peers in the programs were related to more internalizing and externalizing problems, and poorer social skills at school. Boys who attended programs offering a larger number of different activities had more internalizing and externalizing problems, and poorer grades in reading and math. After‐school experiences also were related to girls' behaviors, but associations were less apparent for girls than boys.