Wagner Nicholas J, Holochwost Steven, Danko Christina, Propper Cathi B, Coffman Jennifer L
Department of Psychological and Brain Sciences, Boston University.
John Hopkins University.
Early Child Res Q. 2021;54:286-293. doi: 10.1016/j.ecresq.2020.10.001. Epub 2020 Oct 24.
The current study focuses on the relations between observed measures of children's self-regulation and academic achievement, as well as the extent to which observations of children's peer competence in preschool moderates these links. Data were drawn from 102 students (male = 48; = 4.82 years, = 0.46 years) enrolled in pre-kindergarten classrooms. A series of linear path models was used to test study hypotheses, and the nature of significant interactions was elucidated by examining simple slopes and regions of significance. Children's self-regulation, but not peer competence, significantly predicted both reading and math performance assessed using the Woodcock Johnson III, β = .43, < .001 and β = .39, < .001, respectively. Tests of moderation effects revealed that the association between children's poor self-regulation and poor math performance, but not reading performance, β = -.28, = .022 and β = -.11, = .23, was negated for children with average to high peer competence. These results demonstrate the protective quality of peer competence for academic performance using observational methods collected in preschools.
本研究聚焦于儿童自我调节的观察指标与学业成绩之间的关系，以及学前儿童同伴能力观察在多大程度上调节了这些联系。数据来自102名就读于学前班教室的学生（男48名；平均年龄 = 4.82岁，标准差 = 0.46岁）。使用一系列线性路径模型来检验研究假设，并通过检查简单斜率和显著性区域来阐明显著交互作用的性质。儿童的自我调节而非同伴能力，能显著预测使用伍德库克-约翰逊第三版评估的阅读和数学成绩，β分别为.43，p <.001和β为.39，p <.001。调节效应检验表明，对于同伴能力处于平均水平到高水平的儿童，其自我调节能力差与数学成绩差（β = -.28，p =.022）而非阅读成绩差（β = -.11，p =.23）之间的关联被消除。这些结果表明，通过在学前收集的观察方法，同伴能力对学业成绩具有保护作用。
