RISK & PROTECTIVE FACTORS IN EARLY SCHOOL MALADJUSTMENT

这项纵向研究的主要目的是研究独特的 和/或特定儿童行为风格（攻击性， 社会退缩）和人际支持（同伴，老师，父母）， 儿童在早、中年级的学校适应。 一 相关的目的是确定儿童的行为风格和 人际支持会增加或减少他们的学业和 社会适应问题，因为他们进入小学，并通过进步， 初级等级。 儿童将在上小学前得到确认 入学并在幼儿园（第1阶段）进行评估， 第二阶段（Phase 2）。 将确定并随访两个队列 采用改良的序贯设计。 学校的措施 在调查的每个阶段所采用的调整旨在 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）学校回避，（d）学业进步。 在 除了孩子们的攻击性和孤僻的行为风格外， 人际支持的形式将随着他们的进入和进展而被衡量 在学校，包括支持与压力的特点，他们的 与老师、家长和同学的关系。 两个不同 预测模型，类似于补偿和保护模型 由Garmezy等人提出，（1984）将提供一个测试框架 关于下列因素的独特和/或联合作用的备选假设 幼儿行为方式与早期学校人际支持 加强结构性改革 将进行额外分析，以确定是否 调查结果是合格的家庭人口统计变量，以及是否 儿童入学后表现出的适应困难类型 (e.g.,学术vs.社会）对调整结果的类型， 在小学的时候体验一下。 因此，这项调查承诺， 提供可用于组装学校综合模型的证据 考虑到人口因素、行为风险 儿童的因素，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 In addition to children's aggressive and withdrawn behavioral styles, several forms of interpersonal support will be measured as they enter and progress in school, including supportive vs. stressful features of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.