Identifying Mechanisms through Which Preschool Problem Behavior Influences Academic Outcomes: What Is the Mediating Role of Negative Peer Play Interactions?

Autor/inn/en	Bulotsky-Shearer, Rebecca J.; Bell, Elizabeth R.; Romero, Sandy L.; Carter, Tracy M.
Titel	Identifying Mechanisms through Which Preschool Problem Behavior Influences Academic Outcomes: What Is the Mediating Role of Negative Peer Play Interactions?
Quelle	In: Journal of Emotional and Behavioral Disorders, 22 (2014) 4, S.199-213 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426613484806
Schlagwörter	Play; Peer Relationship; Preschool Children; Behavior Problems; Structural Equation Models; Correlation; Gender Differences; Hypothesis Testing; Teacher Attitudes; Low Income; Urban Areas; Disadvantaged Youth; Statistical Analysis + Suchen Sie Ihr Suchwort? Spiel; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Geschlechterkonflikt; Hypothesenprüfung; Hypothesentest; Lehrerverhalten; Niedriglohn; Urban area; Stadtregion; Benachteiligter Jugendlicher; Statistische Analyse
Abstract	Given theoretical and empirical support for the importance of peer play within the preschool classroom to early learning, the present study tested the hypothesis that associations between teacher-reported problem behavior and academic skills were mediated by difficulties in peer play (disruptive and disconnected play), for a representative sample (N = 507 children across 46 classrooms) enrolled in a large urban Head Start program. The study also tested whether mediation was moderated by child sex (e.g., whether the mechanism through which problem behavior was associated with learning differed for boys and girls) controlling for the multilevel nature of these data. Findings from structural equation models provided evidence for partial mediation, whereby associations between internalizing behavior and academic skills were partially explained through their effects on disconnected play; however, mediation was present for girls only. Implications for theory, research, and practice are discussed as they support low-income children's social and academic development through the context of peer play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10