Griffith Shayl, Arnold David, Voegler-Lee Mary-Ellen, Kupersmidt Janis
Department of Psychological and Brain Sciences, Univesity of Massachusetts Amherst, Amherst, MA, USA.
Department of Psychology, University of North Carolina, Chapel Hill, NC, USA.
J Educ Develop Psychol. 2016;6(1):59-76. doi: 10.5539/jedp.v6n1p59. Epub 2016 Jan 12.
There has been increasing awareness of the need for research and theory to take into account the intersection of individual characteristics and environmental contexts when examining predictors of child outcomes. The present longitudinal, multi-informant study examined the cumulative and interacting contributions of child characteristics (language skills, inattention/hyperactivity, and aggression) and preschool and family contextual factors in predicting kindergarten social skills in 389 low-income preschool children. Child characteristics and classroom factors, but not family factors, predicted teacher-rated kindergarten social skills, while child characteristics alone predicted change in teacher-rated social skills from preschool to kindergarten. Child characteristics and family factors, but not classroom factors, predicted parent-rated kindergarten social skills. Family factors alone predicted change in parent-rated social skills from preschool to kindergarten. Individual child characteristics did not interact with family or classroom factors in predicting parent- or teacher-rated social skills, and support was therefore found for an incremental, rather than an interactive, predictive model of social skills. The findings underscore the importance of assessing outcomes in more than one context, and of considering the impact of both individual and environmental contextual factors on children's developing social skills when designing targeted intervention programs to prepare children for kindergarten.
在研究儿童发展结果的预测因素时，人们越来越意识到研究和理论需要考虑个体特征与环境背景的相互作用。本纵向、多 informant 研究考察了 389 名低收入学龄前儿童的儿童特征（语言技能、注意力不集中/多动和攻击性）以及学前和家庭背景因素在预测幼儿园社交技能方面的累积和交互作用。儿童特征和课堂因素而非家庭因素预测了教师评定的幼儿园社交技能，而仅儿童特征预测了从学前班到幼儿园教师评定的社交技能变化。儿童特征和家庭因素而非课堂因素预测了家长评定的幼儿园社交技能。仅家庭因素预测了从学前班到幼儿园家长评定的社交技能变化。在预测家长或教师评定的社交技能时，个体儿童特征与家庭或课堂因素没有相互作用，因此支持社交技能的增量而非交互预测模型。研究结果强调了在多种背景下评估结果的重要性，以及在设计有针对性的干预项目以使儿童为幼儿园做好准备时，考虑个体和环境背景因素对儿童社交技能发展的影响。
