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Am Educ Res J. 2009 Jun;46(2):567-597. doi: 10.3102/0002831208328089. Epub 2009 Jun 1.
2
Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.网络介导的专业发展资源对学前班课堂中师生互动的影响。
Early Child Res Q. 2008;23(4):431-451. doi: 10.1016/j.ecresq.2008.02.001.
3
Student-teacher relationships and classroom climate in first grade: how do they relate to students' stress regulation?一年级的师生关系和课堂氛围：它们与学生的压力调节有何关系？
Attach Hum Dev. 2012;14(3):249-63. doi: 10.1080/14616734.2012.673277.
4
Two-year impacts of a universal school-based social-emotional and literacy intervention: an experiment in translational developmental research.基于学校的普遍性社会情感和读写能力干预的两年影响：转化发展研究的实验。
Child Dev. 2011 Mar-Apr;82(2):533-54. doi: 10.1111/j.1467-8624.2010.01560.x. Epub 2011 Mar 10.
5
CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism.CSRP 对低收入学龄前儿童学业技能的影响：自我调节作为中介机制。
Child Dev. 2011 Jan-Feb;82(1):362-78. doi: 10.1111/j.1467-8624.2010.01561.x.
6
Developmental cascades.发育级联
Dev Psychopathol. 2010 Aug;22(3):491-5. doi: 10.1017/S0954579410000222.
7
Targeting children's behavior problems in preschool classrooms: a cluster-randomized controlled trial.针对学前课堂中儿童行为问题的集群随机对照试验。
J Consult Clin Psychol. 2009 Apr;77(2):302-16. doi: 10.1037/a0015302.
8
Executive functions and school readiness intervention: impact, moderation, and mediation in the Head Start REDI program.执行功能与入学准备干预：“启智计划REDI项目”中的影响、调节与中介作用
Dev Psychopathol. 2008 Summer;20(3):821-43. doi: 10.1017/S0954579408000394.
9
Improving Preschool Classroom Processes: Preliminary Findings from a Randomized Trial Implemented in Head Start Settings.改善学前课堂教学过程：在“提前开端计划”环境中实施的一项随机试验的初步结果。
Early Child Res Q. 2008;63(3):253-255. doi: 10.1016/j.ecresq.2007.09.001.
10
Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools.预防行为问题并提高入学准备能力：对高风险学校中“非凡岁月教师与儿童培训项目”的评估。
J Child Psychol Psychiatry. 2008 May;49(5):471-88. doi: 10.1111/j.1469-7610.2007.01861.x. Epub 2008 Jan 21.

剖析企业社会责任项目干预的黑箱：师生关系质量与自我调节的中介作用

Unpacking the Black Box of the CSRP Intervention: The Mediating Roles of Teacher-child Relationship Quality and Self-regulation.

作者信息

Jones Stephanie M, Bub Kristen L, Raver C Cybele

机构信息

Harvard University.

Auburn University.

出版信息

Early Educ Dev. 2013 Oct 1;24(7):1043-1064. doi: 10.1080/10409289.2013.825188.

DOI:10.1080/10409289.2013.825188
PMID:24729666
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC3979484/
Abstract

This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms including the quality of teacher-child relationships and children's self-regulation. The CSRP is a multi-component teacher- and classroom-focused intervention, and its cluster-randomized efficacy trial was conducted in 35 Head Start-funded classrooms. A series of increasingly complex and conservative structural equation models indicate that the CSRP carries its effects on children's academic and behavioral outcomes through changes in teacher-child relationship quality and children's self-regulation.

摘要

本研究考察了芝加哥入学准备项目（CSRP）的变革理论，检验了一系列从理论推导出来的中介机制，包括师生关系质量和儿童的自我调节能力。CSRP是一项以教师和课堂为重点的多成分干预措施，其整群随机疗效试验在35个由“启智计划”资助的班级中进行。一系列日益复杂和保守的结构方程模型表明，CSRP通过师生关系质量和儿童自我调节能力的变化，对儿童的学业和行为结果产生影响。