کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
353815 618946 2014 10 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social–emotional outcomes
ترجمه فارسی عنوان
پیامدهای روش های مختلف برای مشخص کردن ترکیب کلاس درس و ارتباط آن با پیامدهای اجتماعی-عاطفی
کلمات کلیدی
زمینه کلاس درس؛ توسعه اجتماعی-عاطفی؛ روش؛ مداخله؛ رفتار برون؛ شروع به سر
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
چکیده انگلیسی


• We examine implications of methods for using individual data to represent classrooms.
• Chicago School Readiness Project data are used to model classroom effects.
• The mean is not often predictive of classroom composition for later outcomes.
• Children in classrooms with homogeneous behaviors have better kindergarten outcomes.
• A child's value in relationship to the class mean is salient for later outcomes.

In this paper, we examine common methods for using individual-level data to represent classroom composition by examining exemplary studies that thoughtfully incorporate such measures. Building on these studies, and using data from the Chicago School Readiness Project (CSRP), this paper examines theoretical and analytical implications of a set of different transformations of individual ratings of child externalizing behaviors in order to examine and compare the influence of these representations of classroom composition on Kindergarten internalizing behaviors, social competence, and attention/impulsivity problems. Results indicate that each Kindergarten outcome is influenced by distinct aspects of classroom composition of externalizing behaviors. Kindergarten internalizing behaviors are positively associated with the proportion of children in the Head Start classroom who started with externalizing scores above the 75th percentile regardless of the average value of externalizing behaviors in the classroom. In contrast, Kindergarten social competence is predicted by three aspects of the classroom distribution of externalizing behaviors in the fall of Head Start—the classroom mean, standard deviation, and skew. Finally, Kindergarten attention/impulsivity problems were not associated with any aspect of classroom composition of externalizing behavior examined in this paper.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Early Childhood Research Quarterly - Volume 29, Issue 4, 4th Quarter 2014, Pages 682–691
نویسندگان
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