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）：本研究的目的是探讨在生命历程早期发生的学校过渡如何影响学生的社会情感幸福感（即，心理功能和社会关系）和健康行为，以及这些领域的中断如何影响以后的教育表现。我的研究将使用顺序混合方法设计，最初的定量成分通知随后的定性调查。定量研究将利用针对生命早期不同阶段的三个全国性纵向数据集：过渡到全日制学校的幼儿纵向研究-幼儿园队列，过渡到中学的幼儿保育和青年发展研究，以及过渡到高中的全国青少年健康纵向研究。使用这些数据集，我将解决三个具体目标：1）确定在每个学校过渡期间学生的社会情感幸福感和健康行为的种族/民族差异，2）确定社会情感幸福感和健康因素的破坏以及这些破坏中的种族/民族差异最明显和最不明显的学校环境，评估在学校过渡期间社会情感幸福感和健康行为的中断如何影响以后教育表现的种族/民族差异。我将使用一些定量分析技术（重复测量，倾向评分，线性回归，结构方程模型）来研究过渡经验，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。定量结果将告知定性访谈协议的发展，用于40名学生的不同样本。这种定性研究旨在确定具体的心理社会机制，学校过渡可以破坏社会情感和健康功能的不同种族/族裔群体，特别是侧重于学校过渡对每个种族/族裔群体的不同影响。这项研究将扩大我们对学校转型如何影响学生的理解，超越有据可查的学术挑战。公共卫生相关性：人们期望学校的过渡会破坏学生的社会情感幸福感和健康行为，这些破坏在某些种族/族裔群体中最为明显。这些研究将突出学生教育生涯中的关键干预点，并确定政策干预的具体工具，作为解决教育程度方面有据可查的种族/民族差异的一种方式，这些差异是美国收入，财富，生育率和死亡率方面相应差异的基础。