Bierman Karen L, Heinrichs Brenda S, Welsh Janet A, Jones Damon E, Crowley D Max
The Pennsylvania State University, University Park, Pennsylvania, USA.
Child Dev. 2025 May-Jun;96(3):1236-1249. doi: 10.1111/cdev.14235. Epub 2025 Apr 1.
This study examined the impact of the Head Start Research-based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; M = 4.49 years) were recruited from Head Start classrooms which were randomized to intervention (N = 192) or "usual practice" (N = 164). REDI effects emerged on high school emotional symptoms (teacher ratings, d = 0.41) and behavior problems (composite of teacher, parent, youth ratings, d = 0.27) with the latter benefits mediated by earlier intervention boosts to social-emotional learning, social adjustment, and parent involvement. REDI had no direct impact on GPA or on-time graduation but promoted these outcomes indirectly mediated by earlier intervention effects.
本研究考察了“启智计划”基于研究、符合发展规律的早期教育（REDI）学前干预对高中阶段学业成果的影响，并探索了纵向中介效应。研究从“启智计划”课堂招募了356名儿童（58%为白人，25%为黑人，17%为拉丁裔；54%为女性，46%为男性；平均年龄4.49岁），这些课堂被随机分为干预组（N = 192）或“常规教学组”（N = 164）。REDI干预对高中阶段的情绪症状（教师评定，d = 0.41）和行为问题（教师、家长、青少年评定的综合得分，d = 0.27）产生了影响，后者的益处是通过早期干预对社会情感学习、社会适应和家长参与的促进作用来介导的。REDI对平均绩点或按时毕业没有直接影响，但通过早期干预效应间接促进了这些结果。
