O'Neil R, Welsh M, Parke R D, Wang S, Strand C
Department of Psychology, University of California, Riverside 92521, USA.
J Clin Child Psychol. 1997 Sep;26(3):290-303. doi: 10.1207/s15374424jccp2603_8.
Examines the extent to which academic achievement and work habits of first and second graders are predicted by classroom social status over the kindergarten, first-, and second-grade period. Three hundred and forty five children (163 boys and 182 girls) from a southern California community comprised the sample. The ethnic distribution of the sample was approximately 45% Caucasian, 42% Latino, 9% African American, and 5% Asian or other ethnicity. Findings suggest that peer rejection assessed as early as kindergarten and social rejection that is stable across 2 years (kindergarten-first grade or first-second grade) are associated with deficits in first-grade work habits and second-grade academic achievement and work habits. In contrast, stable social acceptance appears to buffer children from early academic difficulty. The pattern of findings remain significant after controlling for initial kindergarten academic competence. The implications for clinical and educational intervention programs are discussed.
考察了幼儿园、一年级和二年级期间课堂社会地位对一、二年级学生学业成绩和学习习惯的预测程度。来自南加州一个社区的345名儿童（163名男孩和182名女孩）构成了样本。样本的种族分布约为45%白人、42%拉丁裔、9%非裔美国人和5%亚裔或其他种族。研究结果表明，早在幼儿园时评估的同伴拒绝以及在两年内（幼儿园至一年级或一年级至二年级）持续稳定的社会拒绝与一年级学习习惯缺陷以及二年级学业成绩和学习习惯缺陷相关。相比之下，稳定的社会接纳似乎能保护儿童免受早期学业困难的影响。在控制了初始幼儿园学业能力后，研究结果的模式仍然显著。文中还讨论了对临床和教育干预项目的启示。
