Student Engagement: The Roles of Chaos, Self-Regulation, and Classroom Quality

学生参与：混乱、自我调节和课堂质量的作用

• 批准号: 8968608
• 负责人: PATRICIA GARRETT-PETERS
• 金额: $ 7.6万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-01 至 2017-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8968608
• 关键词: Academic achievement; Achievement; Adolescence; Adolescent; Adopted; African American; Age; Behavior; Birth; Characteristics; Child; Child Behavior; Child Rearing; Data; Dependency; Developmental Process; Dropout; Drops; Empirical Research; Equation; Family; Gender; Home environment; Household; Imprisonment; Income; Informal Social Control; Life; Link; Longitudinal Studies; Mediating; Mediator of activation protein; Methods; Modeling; Nature; Outcome; Parenting Education; Parents; Plant Roots; Population; Populations at Risk; Prevention; Process; Race; Reporter; Reporting; Research; Retrospective Studies; Risk; Role; Rural; Sampling; Schools; Social Work; Staging; Student Dropouts; Students; Underemployment; Unemployment; Variant; Withdrawal; cost; early childhood; early experience; elementary school; eleventh grade; experience; high risk; high school; informant; interest; intergenerational; junior high school; kindergarten; prospective; public health relevance; reading ability; stem; teacher; third grade

 DESCRIPTION (provided by applicant): A substantial body of research suggests that the decision to drop out of school is not made suddenly nor stems from recent and potentially temporary factors (Bridgeland, DiIlulio, & Morison, 2007). Rather, the decision to drop out is part of a long process of disengagement from school with initial risk indicators evident in elementary school (Barrington & Hendricks, 1989; Christenson, Sinclaire, Lehr, & Godber, 2001) and even prior to school entry (Jimerson et al., 2000). Few studies, however, have examined risk indicators that occur prior to school entry and during early schooling that may predict disengagement in the elementary school years. This early disengagement may represent the genesis of the process of disengagement from school and ultimately school dropout. At present, there is little empirical research on its nature and course, even though disengagement from elementary school is highly correlated with disengagement in middle school (e.g., Gottfried et al., 2007; Skinner et al., 1998) and high school (Gottfried et al., 2001; Marks, 2000; Otis et al., 2005), which is predictive of school dropout (Archambault, Janosz, Fallu, & Pagini, 2009). In the proposed study, we focus on early childhood malleable factors in the home, within the child, and within the school setting that can set children on an early trajectory of school disengagement. We adopt a multi-level perspective by examining the roles of children's early home environments and early self-regulation behavior in predicting student engagement in 3rd grade. Specifically, we examine the role of household chaos experienced from birth to age 5 and child self-regulation ability at Kindergarten (K). We also propose to examine whether high classroom quality across the early elementary school years (K through 3rd grade) can help to mitigate the detrimental effects of early chaotic home environments and self-regulation difficulties on later student engagement. We will use a structural equation modeling framework and multi-method multi-informant data (observational, teacher-report, and/or child-report) to derive latent variables of our major constructs of interest, including child self-regulation, studet engagement, and classroom quality. A major strength of this study will be the inclusion of a wealth of covariates to help strengthen inferences, including income, race, gender, age, parenting, parent education, and child early reading achievement. These data will be drawn from an epidemiologically-derived sample (N=1,292), with oversampling of poor and African American families, which presents an unprecedented opportunity to examine these associations in a large, diverse, and at-risk population.

 描述（由适用提供）：大量研究表明，辍学的决定不是突然做出的，也不是最近的临时因素（Bridgeland，Diilulio和Morison，2007年）。相反，辍学的决定是一部分 在小学中有初始风险指标的漫长的脱离接触过程（Barrington＆Hendricks，1989； Christenson，Sinclaire，Lehr和Godber，2001年），甚至在入学前（Jimerson等，2000）。但是，很少有研究检查在入学前和早期上学期间发生的风险指标，这可能预测了小学年份的脱离接触。代表脱离学校脱离接触的过程以及最终的学校辍学。目前，尽管小学的脱离与中学的脱离关系高度相关（例如，Gottfried等，2007； Skinner等，1998）和高中（Gottfried等，2001； Marks等，2000; Otis等，2000; Otis et al。 2005年），可以预测学校辍学（Archhambault，Janosz，Fallu和Pagini，2009年）。在拟议的研究中，我们专注于家庭，儿童内部以及学校环境中的幼儿延展因素，这些因素可以使儿童置于学校脱离接触的早期轨迹。我们通过检查儿童早期家庭环境的作用以及早期自我调节行为在预测学生参与三年级时采用多层次观点。具体而言，我们研究了从出生到5岁的家庭混乱的作用以及幼儿园（K）的儿童自我调节能力。我们还建议研究整个小学早期（K至3年级）是否可以帮助减轻早期混乱家庭环境的有害影响，并且自我调节在以后的学生参与方面的困难。我们将使用一个结构方程建模框架和多方法多信息数据（观察，教师报告和/或儿童报告）来得出我们主要感兴趣的主要结构的潜在变量，包括儿童自我调节，学习参与和课堂质量。这项研究的主要优势将是包括大量协变量，以帮助加强推断，包括收入，种族，性别，年龄，育儿，父母教育和儿童早期阅读成就。这些数据将从流行病学衍生的样本（n = 1,292）中得出，对贫困和非洲裔美国家庭的过度采样，这给了一个前所未有的机会，可以在大型，潜水员和高危人群中检查这些关联。