Gutman Leslie Morrison, Sameroff Arnold J, Cole Robert
Center for Human Growth and Development.
School of Clinical Nursing.
Dev Psychol. 2003 Jul;39(4):777-790. doi: 10.1037/0012-1649.39.4.777.
This study examined the main and interactive effects of multiple social risk factors and the preschool child factors of IQ and mental health on students' academic trajectories from 1st grade to 12th grade. A multiple risk score summarizing 10 environmental risk factors was calculated at 4 years of age for 145 families. Hierarchical linear modeling showed that high-risk students had lower grades and more absences from 1st grade to 12th grade than did low-risk students. Significant interactions between risk and child factors for students' grade point average (GPA) revealed that child factors had significant effects only for low-risk students. Higher IQ and better mental health improved the GPA trajectories of low-risk children but did not influence the GPA trajectories of high-risk children.
本研究考察了多种社会风险因素以及智商和心理健康等学前儿童因素对学生从一年级到十二年级学业轨迹的主要影响和交互作用。为145个家庭的孩子在4岁时计算了一个汇总10种环境风险因素的多重风险评分。分层线性模型显示，从一年级到十二年级，高风险学生的成绩低于低风险学生，缺勤次数也更多。风险因素与儿童因素对学生平均绩点（GPA）的显著交互作用表明，儿童因素仅对低风险学生有显著影响。较高的智商和较好的心理健康改善了低风险儿童的GPA轨迹，但并未影响高风险儿童的GPA轨迹。
