کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10313505 | 618974 | 2005 | 17 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies
دانلود مقاله + سفارش ترجمه
دانلود مقاله ISI انگلیسی
رایگان برای ایرانیان
کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روان شناسی کاربردی
پیش نمایش صفحه اول مقاله
![عکس صفحه اول مقاله: An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies](/preview/png/10313505.png)
چکیده انگلیسی
The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social-emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social-emotional outcomes attributed to age, gender, and verbal ability. Classroom behavioral adjustment problems were assessed early in the year by the Adjustment Scales for Preschool Intervention (ASPI) across multiple, routine preschool classroom situations. Outcomes assessed at the end of the year included emotion regulation, peer play in the home and neighborhood context, and approaches to learning. Socially negative behavior in the classroom predicted emotional lability, maladaptive learning behaviors, and disruptive social play in the home at the end of the year. Withdrawn behavior uniquely predicted lower affective engagement in the classroom and disconnection from peers in the home context. Findings provide predictive validity for the ASPI. Implications for policy, practice and future research are discussed.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Early Childhood Research Quarterly - Volume 20, Issue 3, 3rd Quarter 2005, Pages 259-275
Journal: Early Childhood Research Quarterly - Volume 20, Issue 3, 3rd Quarter 2005, Pages 259-275
نویسندگان
John W. Fantuzzo, Rebecca Bulotsky-Shearer, Rachel A. Fusco, Christine McWayne,