Department of Human Sciences, The Ohio State University.
Center for Advanced Study of Teaching and Learning, University of Virginia.
Sch Psychol. 2021 May;36(3):131-141. doi: 10.1037/spq0000434.
Although we know that children who are more frequently absent from school do less well academically, we know little about whether absences matter for other domains of development and whether the timing of their absences matter. In order to address these gaps in knowledge, we examined the experiences of 1,131 kindergartners (64% Hispanic, 7% Black, 17% Asian/other, 12% White) from a mid-Atlantic state. Covariate-adjusted regression analyses showed that children who missed school more frequently did less well in terms of their academic achievement and executive function skills both in kindergarten and through the end of first grade. Importantly, however, there were no consistent differences in children's social behavior nor did outcomes vary as a function of whether their absences occurred in the fall as compared with spring. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
虽然我们知道经常缺课的孩子学业成绩会更差，但我们对缺课是否会影响其他发展领域以及缺课时间是否会有影响知之甚少。为了弥补这些知识空白，我们调查了来自美国中大西洋地区的 1131 名幼儿园儿童（64%是西班牙裔，7%是黑人，17%是亚裔/其他，12%是白人）的经历。经过协变量调整的回归分析表明，在幼儿园和一年级结束时，缺课更频繁的孩子在学业成绩和执行功能技能方面的表现都较差。然而，重要的是，孩子们的社会行为并没有一致的差异，也没有因缺课是发生在秋季还是春季而有所不同。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
