Race School Transitions, and Child and Adolescent Well-Being

赛车学校的过渡以及儿童和青少年的福祉

• 批准号: 7913091
• 负责人: Aprile Dawn Benner
• 金额: $ 5.22万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-01 至 2011-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7913091
• 关键词: Achievement; Address; Adolescence; Adolescent; Affect; Attention; Attenuated; Child; Child Care; Childhood; Cohort Studies; Data; Data Set; Development; Discipline; Distal; Emotional; Equation; Ethnic Origin; Ethnic group; Fertility; Goals; Health; Health Transition; Health behavior; Income; Intervention; Interview; Learning; Life; Life Cycle Stages; Linear Regressions; Longitudinal Studies; Measures; Mediating; Mental Health; Methods; Minority Groups; Modeling; National Institute of Child Health and Human Development; Outcome; Pattern; Performance; Personal Satisfaction; Policies; Protocols documentation; Qualitative Research; Race; Recording of previous events; Research; Research Project Grants; Research Training; Risk; Role; Sampling; Schools; Social Functioning; Staging; Student Dropouts; Students; System; Techniques; Test Result; Texas; Time; Variant; Well in self; Youth; base; career; cohort; design; early childhood; elementary school; expectation; experience; externalizing behavior; high school; kindergarten; middle school; mortality; psychologic; psychosocial; public health relevance; racial and ethnic; racial/ethnic difference; tool

DESCRIPTION (provided by applicant): The objective of this research is to explore how school transitions that occur early in the life course affect students' socio-emotional well-being (i.e., psychological functioning and social relationships) and health behaviors, and how disruptions in these domains affect later educational performance. My research will use a sequential mixed-methods design, with an initial quantitative component informing subsequent qualitative inquiry. The quantitative research will draw on three national, longitudinal data sets targeting different stages of the early life course: the Early Childhood Longitudinal Study-Kindergarten Cohort for the transition to full- time schooling, the NICHD Study of Early Child Care and Youth Development for the transition to middle school, and the National Longitudinal Study of Adolescent Health for the transition to high school. Using these datasets, I will address three specific aims: 1) determine racial/ethnic differences in students' socio- emotional well-being and health behaviors across each school transition, 2) identify the school contexts in which disruptions in socio-emotional well-being and health factors-and racial/ethnic differences in these disruptions- are most and least pronounced, and 3) assess how disruptions in socio-emotional well-being and health behaviors during school transitions affect racial/ethnic differences in later educational performance. I will use a number of quantitative analysis techniques (repeated measures, propensity scoring, linear regression, structural equation modeling) to examine transition experiences, the moderating influence of race/ethnicity and school context, and the relationship of transition experiences to distal educational outcomes. Quantitative results will inform the development of a qualitative interview protocol to be used with a diverse sample of 40 students. This qualitative research seeks to identify the specific psychosocial mechanisms by which school transitions can be disruptive to socio-emotional and health functioning for different race/ethnic groups, focusing particularly on differential effects of school transitions for each racial/ethnic group. This research will expand our understanding of how school transitions affect students beyond the well-documented academic challenges. PUBLIC HEALTH RELEVANCE: The expectation is that school transitions will disrupt students' socio-emotional well-being and their health behaviors, and these disruptions will be most pronounced among certain race/ethnic groups. Such research will highlight critical intervention points in students' educational careers and identify specific tools for policy intervention as a way of addressing well-documented racial/ethnic differences in educational attainment that underlie corresponding disparities in income, wealth, fertility, and mortality in the U.S.

描述（由申请人提供）：这项研究的目的是探讨生活课程早期发生的学校过渡如何影响学生的社会情感福祉（即心理功能和社会关系）和健康行为，以及这些领域的破坏如何影响后来的教育绩效。我的研究将使用连续的混合方法设计，并具有初始定量组件，以告知随后的定性查询。定量研究将借鉴针对早期生活课程不同阶段的三个国家纵向数据集：幼儿纵向学习 - 幼儿园群体，用于过渡到全时间教育，NICHD对早期儿童保育和青年发展的NICHD研究，用于过渡到中学到中学，以及针对青少年的国民纵向研究，用于过渡到高中的纵向健康。使用这些数据集，我将解决三个具体目的：1）确定每个学校过渡过程中学生社会福祉和健康行为的种族/族裔差异，2）确定学校环境，在社会情绪福祉和健康因素和健康因素和种族差异中，这些干扰中的障碍和最不一样的疾病 - 以及在这些障碍中的疾病 - 以及在这些过程中的疾病 - 以及在社会上的疾病，并评估如何陷入困境，并在社会上进行社会 - 评估型的社会，并在社会上进行扰动。过渡会影响以后教育表现的种族/种族差异。我将使用许多定量分析技术（重复测量，倾向评分，线性回归，结构方程建模）来检查过渡经验，种族/民族和学校环境的调节影响以及过渡经验与远端教育成果的关系。定量结果将为制定定性访谈方案的制定提供，将与40名学生的不同样本一起使用。这项定性研究旨在确定学校过渡可能会破坏不同种族/族裔群体的社会情感和健康功能的特定心理社会机制，特别是针对每个种族/种族群体的学校过渡的差异影响。这项研究将扩大我们对学校过渡如何影响学生超越有据可查的学术挑战的理解。公共卫生相关性：期望学校过渡会破坏学生的社会情感福祉及其健康行为，并且这些干扰将在某些种族/族裔群体中最为明显。这样的研究将重点介绍学生教育事业中的关键干预点，并确定政策干预的特定工具，以应对有据可查的种族/种族差异的一种教育程度差异，这是美国收入，财富，生育能力和死亡率的相应差异的基础