School Readiness Intervention: Socioemotional Mediators

这项辅助补助金的主要目的是研究社会情感过程的作用，特别是 情绪相关的调节/控制过程和情绪理解，在这两个有效性 合作伙伴赠款中所述的干预措施。两个高风险样本，主要是西班牙裔和非洲裔- 美国儿童<$2至3岁（N = 480）和4岁（N = 560）将参与。主要 在这两个年龄组的条件将是一个控制组，一个条件涉及培训教师的反应 和提高学术技能（RT），并与这种培训加上明确的培训，以促进条件 儿童对情绪、社会策略和调节的理解（外显社会条件或RT-S）。我们 建议检查儿童的努力情绪相关调节（即，EC）、反应性控制（较少自愿 控制或缺乏控制的方面，即，冲动、行为抑制）、情感理解、社交 能力（SC），表达/接受语言和学术参与作为中介的影响， 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 中介变量和结果变量），调整，和学术准备/功能（包括基本的 与语言、识字和数学相关的技能）。儿童的学业参与和教师-儿童 附件也将作为EC和SC的关系，以学术技能的调解人进行审查。在分析中， 我们将研究这种调解的跨时间调解链和双向关系。的 干预措施对调解人的影响预计将在儿童的初始水平低， EC或调整。干预对反应控制的影响预计将通过EC。测试 我们的假设，我们将使用多方法，多报告。方法来评估监管和 反应性控制（包括行为指数），以及多报告者评估学术 参与度、社会能力和适应能力。情感理解将被操作化， 儿童识别情绪及其在各种情况下发生的能力。混合模型和结构 方程分析将用于检验大多数预测。这些发现将有助于理解 这两种干预措施影响儿童社会情绪和 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.