Self-regulation development and the transition to middle school
自我调节发展和向中学的过渡
基本信息
- 批准号:9382680
- 负责人:
- 金额:$ 63.81万
- 依托单位:
- 依托单位国家:美国
- 项目类别:
- 财政年份:2013
- 资助国家:美国
- 起止时间:2013-07-01 至 2022-06-30
- 项目状态:已结题
- 来源:
- 关键词:Academic achievementAddressAdolescentAfrican AmericanAgeAssimilationsBehavioralBuffersCharacteristicsChildChild RearingCognitiveColorCommunitiesComplexDataData CollectionDevelopmentDevelopmental ProcessDiscriminationEcologyElderlyEnrollmentEnvironmentEquationEthnic OriginExposure toFaceFailureFamilyFamily ProcessFamily RelationshipFollow-Up StudiesGraduation RatesGrowthHome visitationIndividualIndividual DifferencesInformal Social ControlInterviewLatinoLife Cycle StagesLife StressLow incomeMeasuresMediatingMethodsMiddle School StudentMinorityModelingNeighborhoodsNursery SchoolsParticipantPathway interactionsPerformancePhonationPopulationPovertyProblem behaviorProcessRaceReadinessRiskRisk BehaviorsRisk FactorsRoleSamplingSchoolsSocial ClassSocial EnvironmentSocializationStressStructureStudent DropoutsSubstance abuse problemSurveysTelephoneTimeTransactYouthanalytical methodbehavioral outcomecohortcritical perioddesignearly adolescenceearly childhoodeducational atmosphereethnic disparityethnic identityethnic minority populationexperiencefirst gradehigh schoolinnovationjunior high schoolkindergartenlow socioeconomic statusracial and ethnicseventh gradesexual risk takingskillssocialsocial skillsstressorsuccessteachertheories
项目摘要
Self-regulation and the transition to middle school
The transition from elementary to middle school often precipitates a downward spiral in academic
performance characterized by declining grades, academic disengagement, and eventual high school drop-out.
During this same period, risky behaviors such as substance abuse and sexual risk-taking increase. Low-income
African American and Latino children are particularly vulnerable to the negative effects of this transition.
Disentangling the factors contributing to the academic success/failure of low-income African American and
Latino youth requires viewing development as a complex developmental process with “intertwined
developmental trajectories, social pathways, and social convoys” (Benner, 2011). For low-income African
American and Latino youth in particular, it is important to consider the intersection of social class, culture, and
ethnicity for children of color transitioning to middle school. Life course theory suggests that early life stress
can have a cumulative effect on development. Accordingly, individual level vulnerabilities at multiple levels of
the youth ecology (individual, family, school, and neighborhood) can be potentiated during times of exposure to
additional normative stressors, such as developmental transition points. Minority youth from low-SES families
not only experience difficulties associated with poverty but also cultural stress (e.g., assimilation,
discrimination) which undermine their ability to face normative stressors such as transitioning into middle
school.
We propose to follow a large cohort of low-income African American and Latino children first enrolled at
age 2½ as part of the Dallas Preschool Readiness Project (DPReP) as they transition into middle school. DPReP
participants have completed four waves of data collection that have included measures of emerging self-
regulation skills, academic achievement, and behavior problems. By following this sample into middle school,
we will characterize trajectories of self-regulation development to address the following primary aims:
Aim 1. Examine how individual differences in trajectories of self-regulation development from 2½ years into
middle school are related to differences in academic and behavioral adjustment in middle school for
low-income African Americans and Latinos.
Aim 2. Examine how the interrelated contexts of family, school and neighborhood contribute to the middle
school academic and behavioral adjustment of low-income African Americans and Latinos.
Aim 3. Examine how the relation of family, school, and neighborhood contexts to academic and behavioral
adjustment in middle school is both mediated and moderated by self-regulation skills among low-
income African Americans and Latinos.
Data collection methods will include home visits, phone interviews, teacher surveys, and classroom and
neighborhood observations. Measures include child self-regulation, assessments of academic performance and
social competence, family environment, classroom environment, teacher-child relationship, and neighborhood
conditions. Analytic methods will include structural equations modeling, and latent differences models.
自我调节和向中学的过渡
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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MARGARET O CAUGHY其他文献
MARGARET O CAUGHY的其他文献
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{{ truncateString('MARGARET O CAUGHY', 18)}}的其他基金
The Role of Fathering in the Language Development Among Young, Low-Income African American and Latino Children
父亲在年轻、低收入非裔美国人和拉丁裔儿童语言发展中的作用
- 批准号:
10645204 - 财政年份:2020
- 资助金额:
$ 63.81万 - 项目类别:
The Role of Fathering in the Language Development Among Young, Low-Income African American and Latino Children
父亲在年轻、低收入非裔美国人和拉丁裔儿童语言发展中的作用
- 批准号:
10874044 - 财政年份:2020
- 资助金额:
$ 63.81万 - 项目类别:
The Role of Fathering in the Language Development Among Young, Low-Income African American and Latino Children
父亲在年轻、低收入非裔美国人和拉丁裔儿童语言发展中的作用
- 批准号:
10464982 - 财政年份:2020
- 资助金额:
$ 63.81万 - 项目类别:
Quality of Early Mother-Child Communication and Language Outcome in Low-Income Hispanic Children
低收入西班牙裔儿童的早期母子沟通质量和语言结果
- 批准号:
9172906 - 财政年份:2016
- 资助金额:
$ 63.81万 - 项目类别:
Quality of Early Mother-Child Communication and Language Outcome in Low-Income Hispanic Children
低收入西班牙裔儿童的早期母子沟通质量和语言结果
- 批准号:
9341371 - 财政年份:2016
- 资助金额:
$ 63.81万 - 项目类别:
Disparities in Self Regulation and School Readiness: Kindergarten Follow-up
自我调节和入学准备方面的差异:幼儿园后续行动
- 批准号:
8594939 - 财政年份:2013
- 资助金额:
$ 63.81万 - 项目类别:
Disparities in Self Regulation and School Readiness: Kindergarten Follow-up
自我调节和入学准备方面的差异:幼儿园后续行动
- 批准号:
8819517 - 财政年份:2013
- 资助金额:
$ 63.81万 - 项目类别:
Self-regulation development and the transition to middle school
自我调节发展和向中学的过渡
- 批准号:
10221748 - 财政年份:2013
- 资助金额:
$ 63.81万 - 项目类别:
Self Regulation and Race/Ethnic Disparities in School Readiness
入学准备方面的自我调节和种族/民族差异
- 批准号:
7655117 - 财政年份:2009
- 资助金额:
$ 63.81万 - 项目类别:
Self Regulation and Race/Ethnic Disparities in School Readiness
入学准备方面的自我调节和种族/民族差异
- 批准号:
7942042 - 财政年份:2009
- 资助金额:
$ 63.81万 - 项目类别:
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