Lee Phyllis, Bierman Karen L
University of Connecticut Health Center.
The Pennsylvania State University.
Elem Sch J. 2016 Sep;117(1):119-142. doi: 10.1086/687813. Epub 2016 Aug 8.
Poor quality classroom and school contexts may impede the academic and behavioral adjustment of low-income students when they transition into kindergarten. Several studies have examined the impact of teacher-student interactions on student progress, whereas others have explored the impact of school-level adversity (e.g., student poverty, school achievement levels). Expanding on prior findings, this study used latent profile analysis to characterize kindergarten contexts in terms of both classroom teacher-student interaction quality and school-level adversity. Following 164 children longitudinally and accounting for functioning in Head Start prior to kindergarten entry, associations between kindergarten context profiles and first grade outcomes revealed that children who experienced dual-risk contexts in kindergarten (classrooms with poor quality teacher-student interactions in schools with high levels of adversity) demonstrated the greatest aggression and social difficulties in first grade. Associations between kindergarten context profiles and first grade academic outcomes were less clear.
质量欠佳的课堂和学校环境可能会在低收入家庭的学生进入幼儿园时阻碍他们在学业和行为方面的适应。一些研究考察了师生互动对学生进步的影响，而另一些研究则探讨了学校层面的逆境（如学生贫困、学校成绩水平）的影响。在先前研究结果的基础上，本研究使用潜在剖面分析，从课堂师生互动质量和学校层面的逆境两个方面对幼儿园环境进行了特征描述。对164名儿童进行纵向跟踪，并考虑他们在进入幼儿园之前在“启智计划”中的表现，幼儿园环境剖面与一年级结果之间的关联表明，在幼儿园经历双重风险环境（在逆境程度高的学校中，师生互动质量差的课堂）的儿童在一年级表现出最大的攻击性和社交困难。幼儿园环境剖面与一年级学业成绩之间的关联则不太明确。
