CSRP's Impact on Low-Income Preschoolers' Preacademic Skills: Self-Regulation as a Mediating Mechanism

被引：540

作者：

Raver, C. Cybele ^{[1
]}

Jones, Stephanie M. ^{[2
]}

Li-Grining, Christine ^{[3
]}

Zhai, Fuhua ^{[4
]}

Bub, Kristen ^{[5
]}

Pressler, Emily ^{[6
]}

机构：

[1] NYU, Dept Appl Psychol, New York, NY 10003 USA

[2] Harvard Univ, Cambridge, MA 02138 USA

[3] Loyola Univ Chicago, Chicago, IL USA

[4] SUNY Stony Brook, Stony Brook, NY 11794 USA

[5] Auburn Univ, Auburn, AL 36849 USA

[6] Penn State Univ, University Pk, PA 16802 USA

来源：

CHILD DEVELOPMENT | 2011年 / 82卷 / 01期

关键词：

EFFORTFUL CONTROL; SCHOOL READINESS; BEHAVIOR PROBLEMS; HIGH-RISK; EXECUTIVE FUNCTIONS; CORTISOL RESPONSE; CONDUCT PROBLEMS; DAY-CARE; CLASSROOM; INTERVENTION;

D O I：

10.1111/j.1467-8624.2010.01561.x

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed.

引用

页码：362 / 378

页数：17

共 90 条

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