Ansari Arya, Yang Qingqing, Purtell Kelly M, Lin Tzu-Jung, Justice Laura M
Department of Human Sciences, College of Education and Human Ecology, The Ohio State University.
Crane Center for Early Childhood Research and Policy, The Ohio State University.
J Appl Dev Psychol. 2023 May-Jun;86. doi: 10.1016/j.appdev.2023.101529. Epub 2023 Mar 11.
This study used a short-term longitudinal design to examine the extent to which kindergartners': (a) peer relationships are associated with their school absenteeism; and (b) development of positive peer relationships vary as a function of their time spent in school. To address these aims, data were drawn from 801 kindergartners across 64 classrooms and 15 schools in a Midwest city in the United States. Results from covariate-adjusted regression models revealed that kindergartners' relational bonds were not predictive of their time away from school, and that their relationships with classmates were generally unaffected by absenteeism. There was, however, some indication that children's relationships with their classmates were more strongly predicted by their absenteeism for children from less educated households relative to children from more educated households.
本研究采用短期纵向设计，以考察幼儿园儿童的：（a）同伴关系与他们缺课情况之间的关联程度；以及（b）积极同伴关系的发展如何随他们在学校度过的时间而变化。为实现这些目标，数据取自美国中西部一个城市的15所学校中64个班级的801名幼儿园儿童。协变量调整回归模型的结果显示，幼儿园儿童的关系纽带并不能预测他们缺课的时间，而且他们与同学的关系通常不受缺课影响。然而，有迹象表明，相对于来自受过更多教育家庭的孩子，来自受教育程度较低家庭的孩子缺课情况对他们与同学关系的预测作用更强。
