ACADEMIC SUCCESS AMONG CHICANOS: CHILD-FAMILY INFLUENCES

奇卡诺人的学业成功：儿童家庭的影响

• 批准号: 3324426
• 负责人: JEANNE D DAY
• 金额: $ 14.45万
• 依托单位: UNIVERSITY OF NOTRE DAME
• 依托单位国家: 美国
• 财政年份: 1988
• 资助国家: 美国
• 起止时间: 1988-06-01 至 1991-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3324426
• 关键词: Mexican Americans; academic achievement; attribution; educational psychology; elementary school; expectancy; family structure /dynamics; parent offspring interaction; preschool child (1-5); psychological values; reading; self concept; socioenvironment

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.

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) 评估新颖的校本干预计划，其中包括 独特性降低、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优于单一干预 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 提议美国儿童及其家庭。 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、家庭价值观和期望 墨西哥裔美国父母对孩子学业的看法 性能将被聚集。 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觉自己与众不同或与众不同 他们的非少数族裔同龄人。 感觉与众不同可能很重要 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并鼓励 失败的内部归因（例如缺乏能力）。 这 家庭变量和儿童变量以及相对变量之间的关系 两个以学校为基础的干预计划的成功（相对于没有 然后将评估指令控制条件。 一 干预将涉及教授阅读理解技能； 另一个将包括独特性减少、归因 记忆力、阅读理解能力。 第二项研究解决了家庭是否 参与与学校干预相结合，将 进一步提升孩子的阅读能力和学业成绩 成就。 墨西哥裔美国儿童及其家人将 分为两个实验和一个无指令控制 状况。 一组实验组将接受校本 减少独特性、归因再培训的指导， 和阅读理解；另一个将收到相同的 校本培训加上涉及以下内容的组成部分： 家庭（即要求父母让孩子读书 他们，检查作业等）。 学校和学校的比较 学校加家庭干预措施提供了更严格的测试 家庭参与的好处比目前所能提供的更多 文献和学位之间关系的评估 治疗效果及儿童个体差异 和他或她的家人。