Disparities in Self Regulation and School Readiness: Kindergarten Follow-up

描述(由申请人提供)：自我调节和入学准备方面的种族/民族差异：幼儿园跟踪虽然行为自我调节技能对入学准备的重要性已被广泛接受，但对低收入非裔美国人和拉美裔儿童这些技能的发展情况知之甚少。这些孩子明显更有可能经历早期的学业失败，早期成就方面的缺陷具有长期影响，包括更大的高中辍学和健康状况不佳的风险。此外，还没有研究考察支持性家庭环境和支持性幼儿园课堂对少数族裔儿童新出现的自我调节和早期学习表现的综合影响。这项研究建立在ARRA资助的一个项目的基础上，该项目建立了404名低收入拉丁裔(主要是墨西哥裔美国人)和非洲裔美国儿童的队列，他们最初在21岁半时入学。本研究将以幼稚园及一年级为样本，探讨自我调节发展的个体差异与早期学业成绩差异的关系。我们将在这个低收入的拉丁裔和非裔美国儿童样本中讨论以下具体目标：目标1.检验行为自我调节出现的个体差异与幼儿园和一年级学习成绩的差异是如何相关的。目的2.确定家庭层面的风险和保护因素对幼儿园和一年级学生的行为自我调节和学习成绩的影响。目的3.考察幼儿园课堂环境对自我调节发展的贡献，以及调节自我调节与幼儿园和一年级学业成绩之间的关系。数据收集方法将包括家访和教师访谈。措施包括儿童自我调节任务、学习成绩和社会能力评估、家庭环境、课堂环境、师生关系和儿童在课堂上的行为。分析方法将包括多元线性回归、结构方程建模和潜在增长曲线分析。

DESCRIPTION (provided by applicant): Self regulation and race/ethnic disparities in school readiness: Kindergarten Follow Up although the importance of behavioral self regulation skills for school readiness is widely accepted, little is known about the development of these skills among low income African American and Latino children. These children are significantly more likely to experience early academic failure, and deficits in early achievement have long-term implications, including greater risk of high school dropout and poor health. Further, no studies have examined the combined impact of both of a supportive home environment and a supportive kindergarten classroom on emerging self regulation and early academic performance among minority children. This study builds upon an ARRA-funded project that established a cohort of 404 low income Latino (predominantly Mexican American) and African American children who were originally enrolled at 21/2 years of age. The proposed project will follow the sample into kindergarten and first grade to examine the relation of individual differences in self regulation development to differences in early academic performance. We will address the following specific aims in this sample of low income Latino and African American children: Aim 1. Examine how individual differences in the emergence of behavioral self regulation are related to differences in academic performance in kindergarten and first grade. Aim 2. Identify how family-level risk and protective factors contribute to the emergence of behavioral self regulation and academic performance in kindergarten and first grade. Aim 3. Examine how the kindergarten classroom environment contributes to the development of self regulation as well as moderates the relation between self regulation and academic performance in kindergarten and first grade. Data collection methods will include home visits and teacher interviews. Measures include child self regulation tasks, assessments of academic performance and social competence, family environment, classroom environment, teacher-child relationship, and child behavior in the classroom. Analytic methods will include multiple linear regression, structural equations modeling, and latent growth curve analysis.