Exploring Cognition and Early Academic Achievement of African American Children

探索非裔美国儿童的认知和早期学业成就

• 批准号: 8761788
• 负责人: Araba Nayena Blankson
• 金额: $ 39.7万
• 依托单位: SPELMAN COLLEGE
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-07-01 至 2018-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8761788
• 关键词: Academic Research Enhancement Awards; Academic achievement; Achievement; Address; African American; Age; Area; Arts; Behavioral Sciences; Caucasians; Caucasoid Race; Characteristics; Child; Cognition; Cognitive; Conflict (Psychology); Data; Development; Education; Emotional; Environment; Exposure to; Goals; Health; Heterogeneity; Intervention; Knowledge; Link; Liquid substance; Low income; Mathematics; Mediating; Outcome; Participant; Pattern; Performance; Policies; Population; Process; Reading; Research; Research Training; Sampling; Schools; Socioeconomic Status; Strategic Planning; Students; Time; Underserved Population; Woman; base; college; early childhood; executive function; experience; improved; kindergarten; mathematical ability; person centered; public health relevance; reading ability; research study; skills; socioeconomics; teacher

DESCRIPTION (provided by applicant): The link between cognition and academic achievement has been examined for over a century, with evidence indicating cognition as a strong predictor of achievement. However, most of what we know regarding the relation between early cognitive processes and achievement comes from research on primarily Caucasian children or low-income African American children. The proposed research focuses on examining African American children across a broad range of socioeconomic statuses (SES), avoiding the inherent confound in examination of only low-income African American children. In the proposed research, school entry cognitive processes (fluid reasoning, executive functioning, and crystallized knowledge) are examined within the context of classroom quality (emotional support, classroom organization, and instructional support) and student- teacher relationships (warmth and conflict) to elucidate determinants of early reading and math achievement among an economically diverse sample of African American children. The research, which takes both a variable-centered as well as a person-centered approach to the analyses, will be conducted using data obtained from an economically diverse sample of approximately 200 children studied in their pre-K year and then again in their kindergarten year. The proposed research will have a significant impact on improving educational outcomes in African American children by enhancing our understanding of the child x environment processes that influence early reading and math achievement in this underserved population. Results of the research can be used in developing treatments, interventions, or policies concerning early childhood development and education for this understudied population, thereby contributing to enhancing the health and outcomes of children in this nation.

描述（由申请人提供）：已经检查了一个多世纪的认知与学术成就之间的联系，证据表明认知是实现成就的有力预测指标。但是，我们所知道的关于早期认知过程和成就之间关系的大多数来自对主要是高加索儿童或低收入非裔美国儿童的研究。拟议的研究重点是检查广泛的社会经济地位（SES）的非洲裔美国儿童，避免了仅检查低收入非裔美国儿童的固有混杂。在拟议的研究中，在课堂质量（情感支持，课堂组织和教学支持）以及学生关系（温暖和冲突）的背景下，检查了学校进入认知过程（流体推理，执行功能和结晶知识），以阐明非洲裔美国儿童的经济多样化样本中的早期阅读和数学成就的决定因素。这项研究将使用以人为中心的方式以及以人为中心的方法进行分析的方法，它将使用从经济多样的样本中获得的大约200名儿童在其预科前一年，然后在幼儿园年再次研究的数据进行。拟议的研究将通过增强我们对儿童X环境过程的理解，从而影响这种不足的人群的早期阅读和数学成就，从而对改善非裔美国儿童的教育成果产生重大影响。这项研究的结果可用于制定有关该研究不足的人群的幼儿发展和教育的治疗，干预措施或政策，从而促进了这个国家的儿童健康和结果。