School Readiness Intervention: Socioemotional Mediators

这项辅助性资助的主要目的是研究社会情绪过程的作用，特别是 情绪相关调控过程和情绪理解，在两者的有效性上 合作伙伴赠款中描述的干预措施。两个高危人群的样本，主要是西班牙裔和非洲人- 美国2-3岁儿童(N=480)和4岁儿童(n=560)将参与其中。主 两个年龄组的情况都将作为对照组，这一情况涉及到教师责任心的培训 和提高学习技能(RT)，以及这样的培训加上显性培训的条件 儿童对情绪、社交策略和调节的理解(外显社会条件或RT-S)。我们 建议考察儿童的努力情绪相关调节(即EC)、反应控制(较少自愿性 控制或缺乏控制的方面，即冲动、行为抑制)、情绪理解、社交 能力(SC)、表达能力/接受性语言和学术投入作为影响的中介 两种不同类型的实验发明对儿童随后的社会能力(SC将是一个 中介者和结果变量)、调整和学术准备/功能(包括初级 与语言、识字和数学相关的技能)。少年儿童的学业投入与师生关系 依恋也将作为EC和SC与学术技能关系的中介变量而被考察。在分析中， 我们将研究与这种调解有关的跨时间调解链和双向关系。这个 对于初始水平较低的儿童，干预措施对介体的影响预计会更强 EC或调整。预计干预对反应控制的影响是通过EC实现的。为了测试 我们的假设，我们将使用一种多方法、多记者的方法来评估监管和 反应性控制(包括行为指数)，以及多个报告者对学术 参与度、社交能力和适应能力。情感理解将作为可操作的 儿童识别情绪及其在不同情况下发生的能力。混合模式和结构 方程式分析将被用来检验大多数预测。这些发现将有助于理解 这两种类型的干预措施可以影响儿童的社会情绪和 学术发展。

The primary aim of this auxiliary grant is to examine the role of socioemotional processes, especially emotion-related regulation/control processes and emotion understanding, in the effectiveness of the two interventions described in the partner grants. Two samples of high-risk, primarily Hispanic and African- American children¿2- to 3-year-olds (N = 480) and 4-year-olds (n = 560) will be participants. The main conditions in both age groups will be a control group, a condition involving training for teacher responsivity and enhancing academic skills (RT), and a condition with such training plus explicit training for fostering children's understanding of emotion, social strategies, and regulation (explicit social condition or RT-S). We propose to examine children's effortful emotion-relevant regulation (i.e., EC), reactive control (less voluntary aspects of control or the lack thereof, i.e., impulsivity, behavioral inhibition), emotion understanding, social competence (SC), expressive/receptive language, and academic engagement as mediators of the effects of the two different types of experimental inventions on children's subsequent social competence (SC will be a mediator and outcome variable), adjustment, and academic readiness/functioning (including rudimentary skills related to language, literacy, and math). Children's academic engagement and teacher-child attachment also will be examined as mediators of relations of EC and SC to academic skills. In the analyses, we will examine across-time mediational chains and bi-directional relations in regard to such mediation. The effects of the interventions on the mediators are expected to be stronger for children low in initial levels of EC or adjustment. The effects of the intervention on reactive control are expected to be through EC. To test our hypotheses, we will use a multi-method, multi-reporter.approach to the assessment of regulation and reactive control (including behavioral indices), as well as a multi-reporter assessment of academic engagement, social competence, and adjustment. Emotion understanding will be operationalized as children's abilities to identify emotions and their occurrence in various situations. Mixed model and structural equation analyses will be used to test most predictions. The findings will contribute to an understanding of the processes through which the two types of interventions can affect children's socioemotional and academic development.