UC Davis School of Medicine, Sacramento, CA, USA.
Johns Hopkins Center for the Prevention of Youth Violence, Johns Hopkins Center for Prevention and Early Intervention, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.
Am J Community Psychol. 2017 Dec;60(3-4):538-554. doi: 10.1002/ajcp.12201. Epub 2017 Nov 3.
Guided by the social-emotional learning (SEL) framework, we studied developmental trajectory patterns of five key competency outcomes spanning middle through late childhood: altruism, empathy, self-efficacy, aggression, and hyperactivity. We then assessed their links to middle childhood home, parental, and community contexts. Data from the Institute of Education Sciences' Social and Character Development Program, which comprised nearly 2,400 elementary school students who were followed from Grades 3 through 5, were analyzed using growth mixture modeling. Three trajectory groups emerged for each outcome, which were linked to childhood contexts. Positive parenting was associated with a lower likelihood of following a negative empathy trajectory among children. Neighborhood intergenerational closure promoted a stable self-efficacy trajectory. Residing in a high-risk community was linked to increasing normative beliefs about aggression. These findings suggest an important role of contexts in influencing childhood social-emotional development in the later elementary school years.
在社会情感学习 (SEL) 框架的指导下，我们研究了贯穿整个儿童中期到后期的五个关键能力结果的发展轨迹模式：利他主义、同理心、自我效能感、攻击性和多动。然后，我们评估了它们与儿童中期家庭、父母和社区环境的联系。该数据来自教育科学研究所的社会和性格发展计划，该计划包括近 2400 名从 3 年级到 5 年级的小学生，使用增长混合建模进行了分析。每个结果都出现了三个轨迹组，这些轨迹组与儿童时期的环境有关。积极的育儿方式与儿童同理心轨迹呈负相关的可能性较低。邻里代际封闭性促进了稳定的自我效能轨迹。居住在高风险社区与攻击性的规范信念增加有关。这些发现表明，环境在影响儿童在小学后期的社会情感发展方面起着重要作用。
