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Excellence in Research: Pathways to Academic Success in African American Children

卓越研究：非裔美国儿童学业成功之路

基本信息

批准号：
1832090
负责人：
Araba Blankson
金额：
$ 48.13万
依托单位：
Spelman College
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-10-01 至 2023-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1832090&HistoricalAwards=false
关键词：
Excellence Research Pathways Academic Success

项目摘要

Children with better cognitive skills perform better in school. Academic performance begins to stabilize by the third grade, thereby setting the stage for scholarly achievements in high school. Most knowledge about this topic has been gleaned from studies of Caucasian children or low-income African American children. Little is known about predictors of early achievement across various socioeconomic levels among African American children. For this study, the investigator will conduct a longitudinal follow-up of an economically diverse sample of African American children who were originally assessed when they were in preschool and kindergarten. Data will be collected about these children at two additional time points that coincide with their fourth and fifth grade years. This study will advance knowledge regarding academic achievement of African American children by identifying developmental interconnections between achievement and three cognitive processes, and by determining how the interaction of these cognitive processes with classroom quality and student-teacher relationship quality are linked to academic success in math and reading.Using an economically diverse sample of African American children, the investigator will assess child/family demographics, child cognitive ability (crystallized intelligence, fluid intelligence, executive functioning), classroom quality, student-teacher relationship quality, and academic achievement. The investigator hypothesizes that fluid intelligence and executive functioning will predict math achievement, while crystallized intelligence will predict reading achievement. The investigator also hypothesizes that executive functioning will mediate the association between fluid and crystallized intelligence, and that fluid (compared to crystallized) intelligence will be a more distal predictor of achievement. In addition, the investigator predicts that associations between cognition and achievement will be moderated and/or mediated by classroom quality and student-teacher relationship quality. The project will have a significant impact on science, educational policy, and society by increasing basic understanding of factors that impact early academic achievement. The study will also provide training and mentoring opportunities for female undergraduate students.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

认知能力较好的孩子在学校表现更好。到三年级时，学习成绩开始稳定下来，从而为高中的学术成就奠定了基础。关于这一主题的大多数知识都是从对高加索儿童或低收入非洲裔美国儿童的研究中收集到的。人们对非洲裔美国儿童在不同社会经济水平上的早期成就预测因素知之甚少。在这项研究中，研究者将对经济状况不同的非裔美国儿童进行纵向随访，这些儿童最初是在学前班和幼儿园时进行评估的。这些儿童的数据将在另外两个时间点收集，即他们的四年级和五年级。本研究将通过确定成就与三个认知过程之间的发展相互联系，并通过确定这些认知过程与课堂质量和师生关系质量之间的相互作用如何与数学和阅读的学业成功相关联，从而提高对非裔美国儿童学业成就的认识。研究者将使用经济状况不同的非裔美国儿童样本，评估儿童/家庭人口统计、儿童认知能力（结晶智力、流体智力、执行功能）、课堂质量、师生关系质量和学业成就。研究者假设流动智力和执行功能可以预测数学成绩，而结晶智力可以预测阅读成绩。研究者还假设，执行功能将调解流体智力和结晶智力之间的联系，而流体智力（与结晶智力相比）将是一个更远的成就预测器。此外，研究者预测认知和成就之间的关联将被课堂质量和师生关系质量所调节和/或中介。该项目将对科学、教育政策和社会产生重大影响，增加对影响早期学业成就因素的基本了解。该研究还将为女本科生提供培训和指导机会。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。