ACADEMIC SUCCESS AMONG CHICANOS: CHILD-FAMILY INFLUENCES

该项目的主要目标是：1）提高我们的 了解家庭和儿童因素如何与 墨西哥裔美国儿童的学业成绩，2） 评估新的校本干预计划，包括 显著性降低、归因再训练和阅读 理解训练，以及3）确定是否 包括家庭在内的干预措施上级 只关注学校里的孩子 为了实现这些目标， 两项研究主要涉及五年级和六年级的墨西哥人 美国儿童和他们的家庭提出。 在第一项研究中，人口统计数据和描述性信息 关于家庭环境，家庭价值观， 墨西哥裔美国父母对子女学业的看法 业绩将被收集。 此外，墨西哥裔美国人 孩子们会被问及他们对学业的期望， 成就，以及他们是否感到与众不同或不同于 他们的非少数民族同伴。 感觉与众不同可能是一个重要的 影响墨西哥裔美国儿童在学校取得成功的因素 因为它减少了对学习任务的注意力， 失败的内部归因（如缺乏能力）。 的 家庭和儿童变量之间的关系以及相对 两个以学校为基础的干预方案的成功（与一个没有， 然后将评估指令控制条件）。 一 干预措施包括教授阅读理解技能; 另一个将包括显著性降低、归因 保留和阅读理解。 第二项研究探讨了家庭是否 参与与学校干预相结合， 进一步提高儿童的阅读技能和学术 成就 墨西哥裔美国儿童和他们的家人将 分为两个实验和一个无指令控制 条件 一个实验组将接受校本培训， 减少独特性的指导，归因再训练， 和阅读理解;另一个将收到相同的 以学校为基础的培训加上一个涉及 家庭（即，要求父母让孩子读给 检查作业等）。 学校与 学校加家庭的干预措施提供了更严格的测试， 家庭参与的好处比目前在 文献和程度之间的关系的评估 治疗效果和儿童个体差异的 和他或她的家人

The major goals of this project are: 1) to increase our understanding about how family and child factors are related to the academic achievement of Mexican American children, 2) to evaluate novel school-based intervention programs that include distinctiveness reduction, attribution retraining, and reading comprehension training, and 3) to determine whether an intervention which includes the family is superior to one that is focused solely on the child in school. To accomplish these goals, two studies involving primarily fifth and sixth grade Mexican American children and their families are proposed. In the first study, demographic data and descriptive information about home environments, family values, and expectation of Mexican American parents regarding their children's academic performance will be gathered. In addition, Mexican American children will be asked about their expectations for academic achievement and whether they feel distinctive or different from their non-minority peers. Feeling distinctive may be an important factor undermining Mexican American children's success in school because it reduces attention to learning tasks and encourages internal attributions for failure (such as lack of ability). The relationships between family and child variables and the relative success of two school-based intervention programs (vs. a no- instruction control condition) will then be assessed. One intervention will involve teaching reading comprehension skills; the other will include distinctiveness reduction, attributional retaining, and reading comprehension. The second study addresses the question of whether family involvement, in combination with a school-based intervention, will further enhance children's reading skills and academic achievement. Mexican American children and their families will be divided into two experimental and one no-instruction control conditions. One experimental group will receive school-based instruction in distinctiveness reduction, attributional retraining, and reading comprehension; the other will receive the same school-based training coupled with a component that involves the family (i.e., requesting parents to have their children read to them, to check on homework, etc.). Comparisons of school and school-plus-family interventions provide more stringent tests of the benefits of family involvement than are currently available in the literature and an assessment of relationships between degree of treatment effectiveness and individual differences in the child and his or her family.