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Examining Interactions Between Opportunities and Propensities for Learning Math in Homes and Classrooms in Early Elementary Grades

检查小学早期在家和教室学习数学的机会和倾向之间的相互作用

基本信息

批准号：
10482123
负责人：
Andrew D Ribner
金额：
$ 7.21万
依托单位：
UNIVERSITY OF PITTSBURGH AT PITTSBURGH
依托单位国家：
美国
项目类别：
财政年份：
2020
资助国家：
美国
起止时间：
2020-06-01 至 2023-05-31
项目状态：
已结题

项目摘要

PROJECT SUMMARY/ABSTRACT Math achievement is one of the strongest predictors of college and career attainment, lifetime earnings, and health outcomes. However, much of what comprises later math achievement is decided by the time children enter school. Thus, it is essential to better understand environmental and cognitive determinants of early math skills to close stubborn math achievement gaps. One way to consider these varied determinants is within the Opportunity-Propensity (O-P) model. This model suggests characteristics can be organized into three factors predicting achievement: antecedents represent distal variables which influence the context into which the child is born (e.g., socioeconomic status); opportunities represent features of learning environments (e.g., educational and extracurricular activities); and propensities represent proximal processes that facilitate learning (e.g., executive function). This project aims to better understand ways in which opportunities and propensities independently and interactively contribute to the development of early elementary math skills. Individual differences in children's exposure to math language predict children's math skills. Prior studies have described relations between math language input and math skills in homes and classrooms separately, but little research has explored unique and/or complementary influences of these inputs. Furthermore, some children have a greater propensity to learn from opportunities than do others and this might in part be explained by variations in executive function (EF), skills recruited for goal-directed cognitions and behaviors. Previous research has demonstrated robust relations between EF and math and suggests that EF might serve as a compensatory mechanism for children who enter school with low levels of math skills. Further research is needed to test whether EF interacts with math language to predict math skills. The O-P model provides a useful framework for understanding the development of skills and a basis for developing interventions. Antecedents are difficult to intervene upon and often require systemic policy change, whereas propensities might be more easily affected at the child level. As observational data have suggested propensities fully mediate relations between both antecedent and opportunity factors and achievement, propensity factors might be an ideal target for intervention. As such, this investigation seeks to understand whether modifying propensities affects achievement and/or relations between opportunities and achievement. The primary goals of this research are to (1) examine relations between learning opportunities indexed by math language and child skills; (2) test the role of EF in relations between math language and math skills; and (3) train child propensities to elucidate mechanisms that lead to improvements in math. Findings will have implications for intervention and learning science, policy, and practice. The proposed research is part of a broader post-doctoral training program whose goal is to prepare the applicant for a career as an independent researcher focused on the development of early math skills as faculty at a top-tier research university.

项目总结/摘要数学成绩是大学和职业成就，终身收入，和健康结果。然而，后来的数学成就在很大程度上是由时间决定的孩子们进入学校。因此，必须更好地了解环境和认知决定因素，早期数学技能，以缩小顽固的数学成绩差距。考虑这些不同决定因素的一种方法是在机会倾向（O-P）模型中。这个模型表明，特征可以被组织成预测成就的三个因素：前因代表影响背景的远端变量，孩子出生的地方（例如，社会经济地位）;机会代表学习环境的特征 (e.g.,教育和课外活动）;和倾向代表近端过程，促进学习（例如，执行功能）。该项目旨在更好地了解机会和独立和互动的倾向有助于早期小学数学技能的发展。儿童接触数学语言的个体差异预测儿童的数学技能。先前研究已经分别描述了家庭和教室中数学语言输入和数学技能之间的关系，但很少有研究探讨这些投入的独特和/或互补影响。此外，一些孩子们比其他人更倾向于从机会中学习，这可能部分是因为解释的变化，执行功能（EF），技能招募目标导向的认知和行为。以前的研究已经证明了EF和数学之间的强大关系，并表明EF可能有助于作为一种补偿机制，为入学时数学技能水平较低的儿童提供。进一步的研究需要测试EF是否与数学语言相互作用来预测数学技能。 O-P模型为理解技能发展提供了一个有用的框架，并为制定干预措施。先例很难干预，往往需要系统性的政策改变，而倾向性在儿童层面可能更容易受到影响。正如观测数据所显示的那样倾向完全中介先行因素和机会因素与成就之间的关系，倾向性因素可能是理想的干预目标。因此，本次调查旨在了解改变倾向是否影响成就和/或机会与成就之间的关系。本研究的主要目的是（1）研究学习机会之间的关系，（2）测试执行功能在数学语言和数学技能之间的关系中的作用; (3)训练孩子的倾向，以阐明导致数学进步的机制。研究结果将有干预和学习科学，政策和实践的影响。这项研究是一项更广泛的博士后培训计划，其目标是为申请人的职业生涯做好准备，一位研究人员在一所顶级研究型大学任教，专注于早期数学技能的发展。

项目成果

期刊论文数量（7）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Cross-cultural equivalence of parental ratings of child difficulties during the pandemic: Findings from a six-site study.

大流行期间儿童困难等级的跨文化等效性：六个站点研究的发现。

DOI：
10.1002/mpr.1933
发表时间：
2023-03
期刊：
INTERNATIONAL JOURNAL OF METHODS IN PSYCHIATRIC RESEARCH
影响因子：
3.1
作者：
Foley, Sarah;Ronchi, Luca;Lecce, Serena;Feng, Xin;Chan, Meingold H. M.;Hughes, Claire
通讯作者：
Hughes, Claire

Screens across the pond: Findings from longitudinal screen time research in the US and UK.

整个池塘的屏幕：美国和英国纵向屏幕时间研究的发现。