RISK & PROTECTIVE FACTORS IN EARLY SCHOOL MALADJUSTMENT

风险

• 批准号: 2248736
• 负责人: GARY W LADD
• 金额: $ 38.58万
• 依托单位: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
• 依托单位国家: 美国
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-09-01 至 1997-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2248736
• 关键词: academic achievement; aggression; antisocial personality; avoidance behavior; behavior test; child behavior; culture; elementary school; family structure /dynamics; friendships; gender difference; human subject; intelligence; intelligence tests; interpersonal relations; longitudinal human study; middle childhood (6-11); parent offspring interaction; peer group; preschool child (1-5); psychological adaptation; psychological models; questionnaires; social adjustment; social behavior; social group process; social support network; socializations; socioeconomics; teacher

The principal objective of this longitudinal study is to examine the unique and/or joint contributions of specific child behavioral styles (aggression, social withdrawal) and interpersonal supports (peer, teacher, parent) to children's school adjustment during early and middle grade school. A related aim is to determine how children's behavioral styles and interpersonal supports increase or decrease their risk for academic and social adjustment problems as they enter grade school, and progress through the primary grades. Children will be identified prior to grade-school entrance and assessed as they progress through kindergarten (Phase 1), and the primary grades (Phase 2). Two cohorts will be identified and followed using a modified longitudinal-sequential design. The measures of school adjustment employed during each phase of the investigation are intended to tap the development of: (a) positive vs. negative school perceptions, (b) classroom anxiety, (c) school avoidance, and (d) scholastic progress. In addition to children's aggressive and withdrawn behavioral styles, several forms of interpersonal support will be measured as they enter and progress in school, including supportive vs. stressful features of their relationships with teachers, parents, and classroom peers. Two different predictive models, analogous to the compensatory and protective models proposed by Garmezy, et al., (1984) will provide a framework for testing alternative hypotheses concerning the unique and/or joint contributions of children's behavioral styles and interpersonal supports to early school adjustment. Additional analyses will be employed to determine whether findings are qualified by family demographic variables, and whether the types of adjustment difficulties children display following school entrance (e.g., academic vs. social) bear on the types of adjustment outcomes they experience later in grade school. Thus, this investigation promises to yield evidence that can be used to assemble a comprehensive model of school adjustment that takes into account demographic factors, behavioral risk factors in the child, and supportive features of the child's interpersonal environments.

这项纵向研究的主要目的是检验独特的 和/或特定儿童行为风格（攻击性、 社交退缩）和人际支持（同伴、老师、家长） 孩子在初中和初中的学校调整。 一个 相关目标是确定儿童的行为方式和 人际支持会增加或减少他们的学术和风险 当他们进入小学时，他们会遇到社会适应问题，并通过 小学成绩。 儿童将在上小学前被识别 入学并在幼儿园（第一阶段）过程中进行评估，以及 小学成绩（第二阶段）。 将确定并跟踪两个队列 使用改进的纵向顺序设计。 学校的措施 在调查的每个阶段进行的调整旨在 挖掘以下方面的发展：(a) 积极与消极的学校观念，(b) 课堂焦虑，(c) 逃避学校，以及 (d) 学业进步。 在 除了儿童的攻击性和内向行为风格外，还有一些 当他们进入和进步时，将衡量各种形式的人际支持 在学校里，包括他们的支持性特征和压力性特征 与老师、家长和课堂同学的关系。 两种不同的 预测模型，类似于补偿模型和保护模型 Garmezy 等人 (1984) 提出的将提供一个测试框架 关于独特和/或共同贡献的替代假设 儿童的行为方式和对早期学校的人际支持 调整。 将采用额外的分析来确定是否 研究结果受到家庭人口统计变量的限制，以及是否 孩子入学后表现出的适应困难类型 （例如，学术与社会）对其调整结果的类型产生影响 小学以后的经历。 因此，这项调查有望 产生可用于构建综合学校模型的证据 考虑人口因素、行为风险的调整 儿童的因素以及儿童人际交往的支持性特征 环境。