Biological and Behavioral Predictors of Early School Success

早期学校成功的生物和行为预测因素

基本信息

批准号：
8509753
负责人：
Esther M Leerkes
金额：
$ 53.68万
依托单位：
UNIVERSITY OF NORTH CAROLINA GREENSBORO
依托单位国家：
美国
项目类别：
财政年份：
2012
资助国家：
美国
起止时间：
2012-07-12 至 2017-04-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8509753
关键词：
4 year old Academic achievement Achievement Affect Age Alcohol consumption Area Behavior Behavioral Biological Child Child Support Cognitive Competence Development Developmental Process Dimensions Drug usage Emotional Emotions Employment Environment Environmental Risk Factor Failure Home environment Juvenile Delinquency Learning Link Measures Mediating Mental Health Methods Nursery Schools Outcome Parents Pathway interactions Performance Positioning Attribute Prevention program Process Research Sampling Schools Social Development Student Dropouts Testing Work Youth aged barbarin biobehavior cognitive control cohort contextual factors early childhood effective intervention first grade improved indexing interest intervention program novel parental role programs psychosocial skills social social skills socioeconomics success teacher

项目摘要

DESCRIPTION (provided by applicant): Children's success or failure in the early school years is an important predictor of a range of developmental outcomes. Despite our understanding that these predictive relations exist, we know very little about how trajectories of low versus high achievement are produced, particularly with respect to the developmental precursors of early academic skills. The proposal describes a novel longitudinal biobehavioral study of a diverse sample of 350 children from age 4 to first grade, using a multi-method approach to study trajectories of emotional and cognitive processes and the emergence of academic skills and social skills competence at the transition to school. We propose to examine learning engagement across preschool and early childhood as the mechanism mediating children's early emotional, cognitive, and social skills and later school success as measured by trajectories of academic achievement and social skills in first grade. Further, we propose to examine the contextual factors in home and school that moderate the relations between these early skills and learning engagement. Learning engagement is defined as positive affect associated with school and learning, interest and persistence in challenging academic tasks, and active participation in classroom activities. We propose that these indices of learning engagement emerge and become integrated as a function of earlier emotional and cognitive skills, making this program of research uniquely positioned to elucidate school-relevant processes that have to date been either unexplored or not well-linked to prior developmentally significant skills. By understanding the emergence of learning engagement and how it is affected by child and environmental factors as well as the interaction between them, we can develop more effective intervention approaches to increase academic achievement and support children's adjustment.

描述（由申请人提供）：早期学年儿童的成功或失败是一系列发展成果的重要预测指标。尽管我们了解到存在这些预测关系，但我们对低成就和高成就的轨迹的生产方式知之甚少，尤其是在早期学术技能的发展前体方面。该提案描述了一项新型的纵向生物行为研究，该研究采用多方法方法来研究情感和认知过程的轨迹以及学术技能和社交技能能力在过渡到学校过渡时的出现。我们建议研究跨学龄前和幼儿期的学习参与，以介导儿童早期的情感，认知和社交能力，以及后来的学校成功，这是通过一年级的学术成就和社交技能的轨迹来衡量的。此外，我们建议检查家庭和学校中的上下文因素，以减轻这些早期技能与学习参与之间的关系。学习参与被定义为与学校和学习，兴趣和持久性有关的学术任务以及积极参与课堂活动相关的积极影响。我们建议，这些学习参与的指标出现并成为早期的情感和认知能力的函数，使该研究计划具有独特的定位，以阐明迄今为止必须尚未探索或没有链接到以前的发展具有重要发展的重要技能。通过了解学习参与的出现及其如何受到儿童和环境因素的影响以及他们之间的互动，我们可以开发更有效的干预方法来提高学术成就并支持儿童的调整。