RISK & PROTECTIVE FACTORS IN EARLY SCHOOL MALADJUSTMENT

这项纵向研究的主要目标是检查独特的 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) 幼儿在小学和中学阶段的学校适应情况。一个 相关目标是确定儿童的行为风格和 人际支持增加或减少了他们在学业和学习上的风险 当他们进入小学时，社会适应问题，并通过 小学年级。儿童的身份将在小学之前确定。 入学，并在他们通过幼儿园(第一阶段)的过程中进行评估 小学年级(第二期)。将确定和跟踪两个队列 采用改进的纵向顺序设计。学校的衡量标准 在调查的每个阶段采用的调整旨在 利用以下方面的发展：(A)积极与消极的学校观念；(B) 课堂焦虑、(C)逃学和(D)学业进步。在……里面 除了孩子们咄咄逼人和孤僻的行为风格外，还有几个 人际支持的形式将随着它们的进入和发展而被衡量 在学校，包括他们的支持性和压力性特征 与老师、家长和同班同学的关系。两种不同的 预测模型，类似于补偿和保护模型 Garmezy等人提出的(1984)将为测试提供一个框架 关于独一无二和/或共同贡献的替代假设 儿童行为方式与早期学校人际支持的关系 调整。将使用额外的分析来确定 研究结果受到家庭人口统计变量的限制，以及 儿童入学后表现出的适应困难类型 (例如，学术与社会)与他们适应结果的类型有关 后来在小学时的经历。因此，这项调查承诺 提供证据，可以用来组装一个全面的学校模型 考虑人口因素、行为风险的调整 儿童中的因素，以及儿童人际关系的支持性特征 环境。

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 In addition to children's aggressive and withdrawn behavioral styles, several forms of interpersonal support will be measured as they enter and progress in school, including supportive vs. stressful features of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.