ACADEMIC SUCCESS AMONG CHICANOS: CHILD-FAMILY INFLUENCES

这个项目的主要目标是：1)增加我们的 了解家庭和子女因素如何与 墨西哥裔美国儿童的学业成就，2)到 评估新的校本干预计划，包括 独特性降低、归因再培训和阅读 理解训练，以及3)确定是否有 包括家庭在内的干预优于 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被求婚。 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、家庭价值观和对 墨西哥裔美国父母关心孩子的学业 表演将被收集起来。此外，墨西哥裔美国人 孩子们将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龄人。与众不同的感觉可能是一个重要的 破坏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关注，并鼓励 失败的内在原因(如能力不足)。这个 家庭变量和子女变量与亲子变量的关系 两个校本干预项目的成功(与不成功相比) 指令控制条件)然后将被评估。一 干预措施包括教授阅读理解技能； 另一种将包括独特性降低、归因 留住阅读理解能力。 第二项研究解决的问题是家庭是否 参与，结合以学校为基础的干预，将 进一步提高儿童的阅读能力和学习能力 成就。墨西哥裔美国儿童及其家人将 分为两个实验对照和一个非指令对照 条件。一个试验组将接受校本培训 关于独特性降低，归因再培训， 和阅读理解能力；其他人也会得到同样的 校本培训加上一个涉及 家庭(即要求父母让他们的孩子朗读 他们，检查作业等)。学校和学校的比较 学校加家庭干预提供了更严格的测试 家庭参与的好处比目前在 文献与评价度之间的关系 儿童的治疗效果和个体差异 以及他或她的家人。

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.